Topical Blog Week #15 (Due Wednesday)

http://www.papajohns.com/rewards/
1)What is this program?
This program is PapaRewards. It rewards customers with points to get towards a free pizza.
2) How did it come about?
It came about once they realized how much people purchase pizza. They wanted to reward people for buying pizza from them (Papa Johns).
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit customers to spend more money with their franchise.
4) What would be some specific target behaviors they might want the children to emit?
They might want the customers to buy more expensive items and buy there more frequently. Essentially, they want you to choose their pizza place over a seemingly cheaper one, like 5 Dollar Pizza.
5) Is this system based on reinforcement or punishment?
It is based on reinforcement.
6) Is it positive or negative?
It is positive reinforcement because it involves the addition of something desirable.
7) What are the tokens used in this program?
The tokens are points on a phone, not tangible.
8) What might be some pro's and con's associated with using these tokens?
Some pros would be the convenience of not having to worry about losing the tokens when time for redemption. Another pro is having your points with you at all times, if you forget the amount, you can check anytime (if you always have your phone). A con to points that aren’t tangible is if you forget the password to obtain the points. Another would be that one may not want to be tempted to keep ordering something unhealthy to get rewarded.
9) What is the delivery system?
The delivery system is on a fixed ratio schedule of reinforcement. After so many points are obtained, you are rewarded via coupon for a free pizza.
10) What are some pro's and con's associated with the delivery system?
A pro would be not having to go somewhere to redeem your points; you can do it from the couch. I can’t seem to find anything bad about this!!
11) How are the tokens banked?
The tokens are banked in the computer for your viewing whenever. No one else can see them other than Papa Johns’ employees.
12) What are the pro's and con's?
The pros are being able to check whenever you want rather than only when you hit the goal. No con with this either!
13) What are the back up reinforcers?
The backup reinforcer is a free pizza!
14) How were the backup reinforcers chosen?
The reinforcers were chosen by the obvious liking of pizza that their customers have.
15) Are they effective reinforcers?
It is effective because they are already paying to get reinforced with pizza.
16) How do the students gain access to the reinforcers?
Customers gain access to the reinforcer by using a code or coupon when ordering.
17) What are some of the outcome measures so the administrators know the system is effective?
They know by the amount of users that have signed up with them, and then by seeing how often people restart their point count.
18) How effectively are the administrators teaching the students about the system?
Employees are educating all people by advertising it when they purchase a pizza with them.
19) How effectively are the administrators teaching the parents about the system?
Employees are educating all people by advertising it when they purchase a pizza with them.
20)How effectively have the administrators taught the other teacher about the system?
Employees are educating all people by advertising it when they purchase a pizza with them.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There is a possibility. Some people may not buy pizza that often, so it would not be beneficial for them.
22) What are some problems know to exist with token economies that might be a problem here?
There would be no problem with token hoarding because points start over only after a reward is redeemed.
23) What are some questions you might have for the administrators about the system?
I might ask if they felt like offering other forms of reinforcements. Some people purchase different things from pizza places. Could people have a choice of reinforcers?
24) What additional information might you want to know about the system?
I would want to know if there are changing rules after one’s first reinforcement.
25) Once you are done with your post make list of the terms and terminology you used in your post.
Terms: reinforcement, elicit, positive reinforcement, desirable, fixed ratio, schedule of reinforcement, reinforcer

1) This program is a token system using tokens with an identification number for each student. Every time a student performs a good behavior or a behavior that a teacher wants them to continually elicit one of their tokens are put into a bag. The students are reinforced by tokens being “pulled” from the bag. Students can randomly be rewarded throughout the day by being the line leader or getting to help with a special task and also at the end of the day each Friday.
2) This token economy came about by a grade school teacher creating it. She was frustrated by the complicated and complex token economies online, so she decided to create a simple and straight forward one on her own.
3) The behavioral class that the teacher is trying to get students to elicit are “good classroom behaviors.” The instructor stated in her token economy explanation that when introducing the economy to students she asked them to explain to her what this good behavior should look like.
4) Specific target behaviors that this would look like would be walking quietly in the halls, waiting patiently and quietly with a hand raised, coming and sitting quietly and working right away when class starts, and etc.
5) This is a token economy that is based on reinforcement.
6) This is a system of positive reinforcement because the reinforcers are being presented the more a behavior occurs.
7) The tokens being used in this program are actually token like objects with numbers on them, they pretty much look like coins.
8) Pros with using these token is that it is an easy, simple, and cost effective design. It also is designed so the students are not having to use the tokens at all, it is the teacher that decides and has control of the tokens. Cons associated with these token may be that they could be lost easily and it may be hard at first to remember the students ID number associated with them.
9) The delivery system occurs whenever the teacher feel that a student is emitting a specific target behavior that she feels deserves to be reinforced. When the instructor sees this she takes one of that students tokens and puts it into the bag where they can then be rewarded. In this instructors description she stated that she made it clear to students that they may not be rewarded every time they perform a good behavior. It is when the teacher themselves feel that the student deserves a token.
10) A pro of this delivery system is that the instructor is in full control and does not necessarily always have to be watching or paying attention to every good behavior because she has made it clear to her students that not every single good behavior will be rewarded, it is random. This however, could also be a con because it is random it may not be as effective especially with younger students.
11) The tokens are banked by putting them into a bag when a student earns one. To receive the reinforcement the tokens are pulled at random and also every Friday at the end of the day.
12) A con of this banking system would definitely be the randomness of it. If a student has had coins put in the bag, but never gets their token pulled to be rewarded it may make them frustrated on not want to continue behaving in a good way. However, this could also be a pro since it is random, because it then keeps students not knowing and making it so they have to behave in good classroom behavior if they want to get rewarded.
13) The backup reinforcers of this system are “special jobs” that the students get to help with if their tokens are pulled. This includes line leader, paper passer, and other jobs that would be in a grade school classroom. There is also the prizes or rewards that the students may receive on Fridays at the end of the day. This could include small toys or prizes.
14) These reinforcers were chosen because they are cost effective and something that the instructor does not have to spend a lot of money on.
15) I feel these are effective rewards especially for the age group that this system is set for.
16) Students gain access to these rewards by their tokens being drawn from the bag they are put into when their good behavior is noticed. This could be either throughout the day or at the end of class on Fridays.
17) Administrators would know if this measure is effective by how many tokens they have in the bag at the end of the day or week. This could also be measured just be the overall total of good behaviors they are witnessing.
18) The way the teacher described her token economy in her description made it appear as though the token economy was being explained for effectively and in a way that made it very clear to students.
19) In this description the way administrators were explaining the economy to parents was not described, but I would say the best way to incorporate that would be to use a note or a school newsletter.
20) Administrators were not informing instructors of this token economy since this teacher created it herself and was only enforcing it in her classroom.
21) I feel that this was a token economy that was very effectively created and described and that all individuals would buy into it if described correctly.
22) A problem that exists with token economies that might exist with this one could be getting the students to continue their good classroom behaviors. If the students end up not feeling reinforced by their reinforcers they may not continue their good behaviors.
23) One question that I would have for the creator of this system would be how she gets the randomized reinforcement to work and how to go about effectively implenmenting that.
24) Additional information I would want to know about the system is if students know what their ID number is on the tokens and what the specific rewards or prizes are that she uses at the end of the week.
25) Reinforcers, token economies, reinforcement, positive reinforcement, elicit, emit, implement, target behavior, behavior class, rewards, backup reinforcers, delivery system,

1) What is this program?
The program in this reading was talking the happy punch 10 card, and it is a token economy that’s goal is to elicit going to this particular shaved ice stand.
2) How did it come about? This came about by this particular company’s initiative to implement a behavioral intervention in order for customers to emit a buying behavior.
3) What are the behavioral classes they are trying to elicit?
The behavioral classes that are trying to elicit are customers spending more money, and customers returning to their stand more often.
4) What would be some specific target behaviors they might want their customers to emit? 

Some specific target behaviors they may want these customers to emit are buying any size of shaved ice.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement, because they want to make the target behaviors increase.
6) Is it positive or negative? 

It is positive because the customers are given something desirable, punches in their card, when they emit the required behavior.
7) What are the tokens used in this program?
The tokens in this program are special shaped hole punches in the card, which once you have 10 of these punches you receive the reinforcer of a shaved ice.
8) What might be some pro's and con's associated with using these tokens?
Pros – Is that punches to a card would be cheap, easily understandable, and can be given immediately after the behavior.
Cons- The card may easily be lost, and there is a possibility of satiation of shaved ice before you get rewarded.
9) What is the delivery system?
The delivery system is both continuous reinforcement and fixed ratio reinforcement. This is because after every purchase they get reinforced, continuous. It is a fixed reinforcement because after every 10 punches, you receive a free snow cone.
10) What are some pro's and con's associated with the delivery system?
Pros- Customers can be immediately reinforced after their behavior, and it is easy to keep track of their progress. Also for this situation this shaved ice stand, would create a discriminate stimulus of customers getting reinforced their…which would make it more appealing then other snack stands.
Cons- It would be hard to keep track of a little cardboard card long enough to buy 10 snow cones.
11) How are the tokens banked?
Tokens are banked by customer control; they keep track of the card and have to remember to bring it every time to the store.
12) What are the pro's and con's?
pros- The system is very easily managed.
Cons- good chance of card getting lost by younger owner.
13) What are the back up reinforcers?
The back up reinforcer is the free shaved ice once you have purchased 10 shaved ices previous.
14) How were the backup reinforcers chosen?
The backup reinforcer was chosen probably due to the management staff of the stand knowing shaved ices were the main reason people come to the stand, so it would probably be the best reinforcer.
15) Are they effective reinforcers?
I do not think it would be effective because the reward of a 3-4$ snow cone after going 10 times, would not really encourage many people to go more frequently then normal, in my opinion. The only way to really know if they are is to graph a baseline, and the behavioral intervention and see if there was desired change.
16) How do the customers gain access to the reinforcers?
The students gain access to the reinforcers by emitted the proper target behavior of buying snowcones, in which they receive punches, which 10 can be exchanged for the reinforcer.
17) What are some of the outcome measures so the mangers know the system is effective?
The outcome measures would be shaved ice sales, and you can compare this to the sales recorded during the baseline to see if the improvement.
18) How effectively are the managers teaching the customers about the system?
The managers are doing a good job explaining the system, because the easy to understand rules are on the bottom of the car.
19) How effectively are the managers teaching the parents about the system?
If the customers are around their parents while purchasing, it would also be effective because more than likely they would be on the same punch card.

20)How effectively have the managers taught the other managers about the system?
I feel like the managers probably are doing a good job of this because it seems like it is a deal throughout their franchise, and it is pretty easy to implement.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yea there are definitely people who will not but into this system, like people who know they will never eat 10 shaved ices. Another group of people would include tourists who do not have this store near them.
22) What are some problems know to exist with token economies that might be a problem here?
The main problem with token economies is that tokens can only be used in the specific environment. Also tokens, if a customer knows that they never will get 10 punches will not be reinforced.
23) What are some questions you might have for the managers about the system?
I want to know if they have seen an increase in shaved ice sales, and how many cards are actually reinforced with a free shaved ice.
24) What additional information might you want to know about the system?
I would like to see if these cards expire, because shaved ices are usually only sold during warm weather.
25) Once you are done with your post make list of the terms and terminology you used in your post.
Token economy, elicit, behavioral class, behavioral intervention, emit, target behaviors, reinforcement, positive reinforcement, continuous reinforcement, fixed ratio reinforcement, discriminate stimulus, banked, backup reinforcer, baseline, environment, satiated.

1) This program is an individual daily behavior token economy where students that do what they are expected such as staying quiet and in their seats or completing homework get rewarded with smiley faces that they are able to turn in at the end of the day and receive a desired activity like playing on the iPad.
2) It came about probably because students were not doing what they were supposed to. It could be for younger students who have a harder time focusing because of their maturity level or for students who have behavioral issues such as ADHD.
3) The behavioral classes they are trying to elicit are good behaviors in the classroom towards their teachers and classmates.
4) Some target behaviors they want them to emit would be staying quiet during class, completing an assignment, staying seated, and raising their hand.
5) This system is based on reinforcement because when they do a desired behavior they are awarded with a smiley face to increase that behavior. They aren’t punished for doing anything bad (it’s not mentioned) so punishment doesn’t really occur.
6) This is positive reinforcement because they introduced a desirable stimulus that would hopefully increase the frequency of the children emitting desired behaviors.
7) The tokens used in this system are smiley faces and once they get a specified amount they are able to have a desired activity.
8) Some pros would be that the teachers keep track of the smiley faces so the children won’t lose them, the children get to see the smiley faces it will encourage them to keep doing good behavior, they get multiple chances to receive these tokens. Some cons are that the teacher has to remember to give the children smiley faces when they do simple tasks like completing homework, and there are a lot of things they can get smiley faces for so they don’t have to work very hard to receive one.
9) The delivery system is provided the teachers who run each activity. They give the children a smiley face through continuous reinforcement and then they also are the ones that allow the children a desired activity when they receive enough smiley faces.
10) Some pros are that there may be multiple teachers giving out smiley faces so if a teacher happens to be biased and only give smiley faces out to certain students they will have an opportunity to receive them from others, another pro is that when the students receive these from a teacher who is a higher authority it makes them feel good and will encourage others to want to receive one as well. A con to this is if the teacher forgets to give out smiley faces or if they forget that the last ten minutes of the day are meant for the desired activity.
11) The tokens are banked by the students who are given smiley faces by the teachers.
12) Depending on how old these children are they may lose the sheet that the smiley faces are on and not get what they deserve, but it also teaches them to be responsible and keep track of the sheet. Another pro is they are given a whole paper and not just small tickets so it would be easier to keep track of. Another con could be that they could try to cheat and add smiley faces to their paper or steal someone else’s.
13) The backup reinforcers are the desired activities that receive after getting smiling faces like being able to play on the iPad.
14) The reinforcers were probably chosen based on what interests the students. They probably aren’t able to play on the iPad often so when they do it is rewarding.
15) Anything technology related usually appeals to students especially when they are young and want to play games on them. I think they are effective because they need to get quite a bit of smiley faces to receive these backup reinforcers so it has to be worth it in order to emit good behavior.
16) The students emit desired behaviors during each activity through the day and receive smiley faces. At the end of the day they can count up how many they got and if they have enough they are able to turn them in for a desired activity like playing on the computer.
17) The teachers could keep track of how many smiley faces they hand out to see if the children are actually behaving positively. They can use this record to see if any changes have occurred in the last week or month by the children receiving more smiley faces gradually.
18) They are effectively teaching the students about the system because they are letting them know what to do in order to receive smiley faces and are making it possible all throughout the day.
19) The system says nothing about parents and it is not published anywhere for parents to see it. They also count up how many smiley faces they receive at the end of the day so the children don’t take these sheets home for the parents to see either.
20) I think they have effectively taught the teachers because it is all throughout the day so every teacher has to know what is going on. They implemented in into part of their school day even though it is only the last ten minutes so they need to be aware of it.
21) Yes, some teachers may be more lenient and willing to hand out smiley faces more often and other teachers could see this as a waste of a class time. Not all students may find the reinforcer effective so they won’t want to modify their behaviors.
22) Some problems could be that each student might not always receive a smiley face when they are continuously doing something right. The teachers may also forget to hand out smiley faces or count them up at the end of the day and give the children what they deserve. Another problem could be how often smiley faces are handed out because the children could get burnt out by the prizes they receive constantly.
23) Some questions I have would be is there a list of behaviors that teachers are given so they know what to hand out smiley faces for? Is there a certain limit to smiley faces that each student can receive? If they do have the desired amount of smiley faces when do the student get to spend time on the iPad and how often?
24) I would want to know how the smiley faces are issued out and who really keeps track of them because it is not clearly stated. I would also want to know if after a course of a few months if they would start delaying how often the reinforcers are given out because of the money of reinforcers and the amount of school day they are wasting playing on the iPad every day.
25) Terms: behavior, token economy, desirable, target behavior, emit, reinforcement, punishment, positive reinforcement, stimulus, frequency, continuous reinforcement, backup reinforcer, reinforcer, elicit, modify, behavioral class

http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/

1) What is this program?
The Earned Incentive Program for inmates in prison. Based on there behavior in prison they can earn privileges in prison. The incentives help inmates learn and sustain a responsible, pro-social lifestyle by incorporating the outside community's norms and values into their everyday lives.

2) How did it come about?
To help inmates in developing a more responsible, pro-social lifestyle to prevent recidivism.This program allows the inmates to make decisions and be held accountable for their conduct during their time spent in prison.

3) What are the behavioral classes they are trying to elicit?
Good behaviors while incarcerated.

4) What would be some specific target behaviors they might want the children to emit?
To complete educational programs, follow medical directives, fulfill restitution requirements, participate in restorative justice activities and improve relationships with self and others.

5) Is this system based on reinforcement or punishment?
Reinforcement the more programs the inmate participates in and there behavior the faster they will move through the phases and gain more privileges

6) Is it positive or negative?
Positive

7) What are the tokens used in this program?
Privileges through Phase 1, 2 and 3

8) What might be some pro's and con's associated with using these tokens?
Pros- the inmate controls how they act once they start working there way through the phases they may be more likely to keep emitting the behavior in order to gain more privileges and also to not lose any
Cons- How quickly can an inmate work there way through the phases

9) What is the delivery system?
Fixed Ratio - once programs are completed and behavior is good you move through the phases

10) What are some pro's and con's associated with the delivery system?
Pros- get privileges right away so can see how there behavior is being rewarded
Cons- if other inmates try to interfere with another s progress will both be punished

11) How are the tokens banked?
Once classes are completed and behavior is good you move on through the phases and gain more privileges with each phases. If negative behavior starts to occur you move back in the phases and lose privileges

12) What are the pro's and con's?
Pros- privileges are given right away
Cons- how long does it take once privileges are taken away to regain them

13) What are the back up reinforcers?
Privileges with each phase

14) How were the backup reinforcers chosen?
Privileges that the inmates want i assume the Prison staff and facility choose them

15) Are they effective reinforcers?
I think so, the more you emit the behavior the more you are rewarded

16) How do the students gain access to the reinforcers?
Complete classes and programs and emit good behavior

17) What are some of the outcome measures so the administrators know the system is effective?
How many inmates are on each phase , how many inmates are enrolled in the programs and completing them

18) How effectively are the administrators teaching the students about the system?
Good the officers and other prison staff manage the inmate's behavior by showing them the rewards they can obtain or lose based on their behavior. The officers can explain to the inmates the repercussions of their actions in relation to the benefits of working towards a better phase level. This helps the inmates modify future behavior so they think about their actions and how it will affect the benefits of their phase level.

19) How effectively are the administrators teaching the parents about the system?
N/A

20)How effectively have the administrators taught the other teacher about the system?
Very good because the officers and other prison staff are able to manage the inmate's behavior by showing them the rewards they can obtain or lose based on their behavior. The officers can explain to the inmates the repercussions of their actions in relation to the benefits of working towards a better phase level.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Sure there is always the possibility if for some reason an inmate did not want the privileges. Or the Officers feeling like the inmates don't deserve privileges based on there own personal feelings of the program

22) What are some problems know to exist with token economies that might be a problem here?
Consistency, how soon after completing a program and moving up the phases and all inmates being treated the same for the behaviors and being noticed

23) What are some questions you might have for the administrators about the system?
How fast can an inmate move from phase 1 to phase 3. If and inmate is on phase 3 and misbehaves do they move back to phase 2 or do they lose all there privileges and start all over

24) What additional information might you want to know about the system?
Has the system been working.Where inmates that did good on this system less likely to re offend once they where released compared to inmates that did not do good on this .

25) Behavior class, elicit, positive, reinforcer, reinforcement, punishment

http://voices.yahoo.com/earned-incentive-program-inmates-arizona-4215043.html

http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/
1) What is this program?
This program is a classroom wide reinforcement program to encourage good behavior.
2) How did it come about?
It came about by wanting students to elicit certain behaviors both in and out of the classroom as a whole.
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit being quite in the hallways, bringing the correct textbooks to class, and bringing completed homework to class.
4) What would be some specific target behaviors they might want the children to emit?
Some specific target behaviors would be whispering in the hallways, bringing the right books to the right class, and having homework 100% completed before coming to class.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.
6) Is it positive or negative?
This is a positive reinforcement program because the children are encouraged to increase these behaviors and are rewarded when they do as a class.
7) What are the tokens used in this program?
The tokens used in this program is a color scale that is hung up for the whole class to see. If they do the target behaviors for the day, then they move up on the scale for the next day.
8) What might be some pro's and con's associated with using these tokens?
Some pros to using this type of token is that it is classroom wide, so the children will encourage each other to elicit the target behaviors. Another pro is that the kids do not have to worry about keeping track of how many tokens they have or worry about losing them. A con to this token system is that there may be one or two kids who do not cooperate and the whole class is not reinforced because of it.
9) What is the delivery system?
The delivery system for this reinforcement is on a fixed schedule. At the end of each day, they either move up the color scale, or they do not. If they make it all the way to the "Champion" color block at the end of the week, then they receive a small prize. At the end of the month, if the classroom has 3 out of 4 "Champion Weeks" then they are rewarded with a popsicle party.
10) What are some pro's and con's associated with the delivery system?
The pros with this delivery system is that is it consistent. Another pro is that the children are reinforced at several different times so that they are always encouraged to elicit the target behaviors. Some cons to this delivery system might be if they do not move up a color block one day of the week, the class might give up for the rest of the week.
11) How are the tokens banked?
The tokens are banked on a sign hung up that the whole class can see. They "move up" the scale using either a magnet or clothes pin. The small prizes are banked so that the kids can choose from a treasure box on at the end of the week.
12) What are the pro's and con's?
The pros to this banking system is that the students can see their progress visually. They also do not have to worry about keeping track of their tokens. Some cons might be that not receiving anything physically might not be as reinforcing to some students.
13) What are the back up reinforcers?
The back up reinforcers are the small prizes and the popsicle party.
14) How were the backup reinforcers chosen?
The backup reinforcers were chosen based on what would be reinforcing to each the age group.
15) Are they effective reinforcers?
My example did not go into detail, but if the class is younger, then they would be effective cause small kids love little toys and popsicles.
16) How do the students gain access to the reinforcers?
The students gain access to reinforcers by being quiet in the hallway, bring books and homework to class all week. If they do that, then the teacher will let them draw from the treasure chest. If they do these good behaviors for the majority of the month, then the teacher will bring popsicles for the party.
17) What are some of the outcome measures so the administrators know the system is effective?
The outcome measures are the visual color scale. If the class does not move up for the day then the teacher starts a discussion which encourages the kids to come up with specific examples as to why and what they can do to move up the next day.
18) How effectively are the administrators teaching the students about the system?
My example did not say, but I am assuming that the teachers go over the system and what is expected of the students with them thoroughly.
19) How effectively are the administrators teaching the parents about the system?
This would be a little tougher because the students are not actually taking tokens home with them for parents to see. The parents would see the small prizes each week however. A good method to teaching parents about this token economy would be by sending a note home to them explaining it and encouraging them to ask questions and help their children with these target behaviors as much as possible.
20)How effectively have the administrators taught the other teacher about the system?
The administrators have taught the teachers very well. Since they have laid out specific target behaviors, there will not be a consistency issue between different teachers.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes, there is a big possibility that one or two children will not find the end of the week/month prizes to be reinforcing often enough for them to try, which would hurt the class as a whole. Some parents might also think the classroom wide approach is not fair.
22) What are some problems know to exist with token economies that might be a problem here?
One problem that is common with token economies is that the children do not care if they earn tokens. This could occur here, which would keep the entire class from being reinforced. Hopefully the class would encourage each other to behave well so that they may receive their reinforcements. Another problem could be that some students do not find the small toys or popsicles reinforcing.
23) What are some questions you might have for the administrators about the system?
One question I would have for the administrators is what types of prizes will be in the treasure box. Another question I would have is what they would do with a child that simply will not cooperate and is being detrimental to the classroom wide system.
24) What additional information might you want to know about the system?
I would want to know if it is effective. I would also want to know if they are going to switch the behaviors once the original one become extinct?

25) Terms: Token economy, positive reinforcement, elicit, emit, target behaviors, tokens, fixed schedule reinforcement, banking, reinforcers, and extinct.

1) What is this program?
The program is the Best Buy Rewards program. When you get 250 points you get $5 back to spend in the store. Also by being part of the reward system you also can get free shipping, and extended return policies.

2) How did it come about?
It was started to get customers to remain returning customers with Best Buy. It is an incentive to want to buy things through them to get the points rather that to go to Walmart.

3) What are the behavioral classes they are trying to elicit?
The behavioral class is customers shopping through Best Buy verse other competitor stores.

4) What would be some specific target behaviors they might want the children to emit?
Best But is wanting their customers to spend more money at their stores.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement. They are increasing the likelihood of this behavior occurring more often.

6) Is it positive or negative?
It is positive reinforcement because they are being rewarded for shopping and their behavior is likely to increase.

7) What are the tokens used in this program?
The tokens are points. The customer signs up for the program and receive a card. For every dollar they spend they get 1 point. When they save up 250 points (spend 250 dollars) they get a $5 coupon to spend in the store.

8) What might be some pro's and con's associated with using these tokens?
A pro is that if the customer doesn't have their rewards card with them we can look them up by their phone number or name. The con is that sometimes it duplicates their name in the system and their points can get put on either one (so not all of the points are going to the same place). Another con is that the computer system sometimes doesn't "find" them in the system so we can't get them their points. Another positive is that the system automatically adds up the points and turns it into a coupon, however a downside is that if there is an error you have to redeem the points to yourself. A pro of this is that when you check your "My Best Buy" online, you can see your purchase history.

9) What is the delivery system?
The delivery system is a fixed ratio. Every time you spend a dollar you get a point.

10) What are some pro's and con's associated with the delivery system?
The con is that it the amount of the sale will be estimated down to the closest dollar. So if the total is 212.56, the amount of points you will receive is 212. Another con is that the coupons do have an expiration date, but a plus side is that it doesn't expire for 6 months. Another con is that once that purchase has been made it takes 2 weeks for those points to show up in the system. A pro is that this gets customers to shop through Best Buy so they can get money off their future purchases.

11) How are the tokens banked?
The tokens are banked in the Best Buy computer system. When you get your receipt it also shows how many points you have saved up.

12) What are the pro's and con's?
The cons is that if you are not a frequent/high spending customer it takes a while to receive those points. But if is a positive if you spend lots of money at Best Buy. A pro is that you save money on things you were already purchasing (its free). A con is that they system we go through has tons of errors.

13) What are the back up reinforcers?
The back up reinforcers is that if you spend X amount of money you can become an Elite or Elite Plus member. These members get extended return policies, instead of 15 days, you get at least 45 days. These members also receive other coupons and special sales.

14) How were the backup reinforcers chosen?
The back up reinforcers were chosen to give customers even MORE of an incentive to shop at Best Buy.

15) Are they effective reinforcers?
Personally, I don't think so. I always forget to use the coupons and never return anything I buy. However when I worked there, there were lots of people who took advantage of the coupons and extended return policy.

16) How do the students gain access to the reinforcers?
They are able to use it on store purchases, the cashier can check for any coupons to use. They can also check their points online.

17) What are some of the outcome measures so the administrators know the system is effective?
They could look at amounts of spending before and after the rewards was set in place. They could also look at how many members Best Buy has and compare to the total amount of customers.

18) How effectively are the administrators teaching the students about the system?
The cashier asks the customer at every purchase if they have a rewards card, if yes then they will get their points. If the customer says no, then the cashier (is supposed to) explain the rewards and ask I they want to sign up.
I think it is effective, but only if the cashiers do their job.

19) How effectively are the administrators teaching the parents about the system?
I think that the system is very easy to explain and that the customers understand it.

20)How effectively have the administrators taught the other teacher about the system?
We were taught at orientation, and then were later on quizzed 2 or 3 times about the program at a later date. We also had what the company called "e-Learnings" where they explain company policies and rules.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Definitely. There are people who are skeptical about it being free. Some also didn't want to sign up because they didn't want to give us their phone number, name, and address. Others don't shop at Best Buy enough to get any of the rewards.

22) What are some problems know to exist with token economies that might be a problem here?
A problem is all of the cons I said earlier. The system is very glichy and there are problems with it all the time. Another is that eventually people will get bored of it. Also Best Buy has online competitors that are cheaper(even though they price match!).

23) What are some questions you might have for the administrators about the system?
I would ask if they are trying to fix the errors in the system.

24) What additional information might you want to know about the system?
Nothing.

25) Once you are done with your post make list of the terms and terminology you used in your post.
Fixed ratio, reinforcers, positive reinforcement

1)What is this program?
This program is called Flames. It is a point system that it used to determine what level you are at while in treatment.

2)How did it come about?
I am not positive of the origin of the program but I have asked my boss to look into it so that I have better knowledge of the system and can help it to run more effectively.

3)What are the behavioral classes they are trying to elicit?
This program involves many behavioral classes. They are trying to elicit safe behaviors (not self-harming, running away, or being aggressive towards other), responsibility, respect, independence, respect for authority, etc.

4)What would be some specific target behaviors they might want the children to emit?
With this particular program we are looking for specific target behaviors like not self-harming, following staff directives the first time, and being responsible by finishing their chores. We expect that the kids will emit these behaviors in order to move up in the program and work on their treatment.

5)Is this system based on reinforcement or punishment?
This system involves reinforcement because we want the kids to increase these positive behaviors and in order to do that we allow them to earn rewards and privileges.

6)Is it positive or negative?
This program involves positive reinforcement because we are giving them privileges to increase their behaviors.

7)What are the tokens used in this program?
The tokens used in this program are points. Twice a day the kids will give staff their mood and in the morning they also give a goal to work on for the day. The staff award them points, 0-3, depending on how they do in different categories. They are judged on their responsibility, social skills, interactions, attitude/maturity, their goal, how they did in group, and school if applicable.

8)What might be some pro's and con's associated with using these tokens?
The pros to this system is that it gives an easy way for staff to look at progress from week to week and we are easily able to find days that they struggled as well as see patterns in their moods and how that associated with their behaviors. The cons to this system is that if there isn’t an established inter-observer agreement then there may be some variability and inconsistency with the points awarded.

9)What is the delivery system?
The delivery system is continuous reinforcement matched with fixed ratio. The kids are given points every day so they are continuously reinforced for their behaviors. However, in order to move up a level they have to have a certain amount of points.

10)What are some pro's and con's associated with the delivery system?
I think one of the pros to this system is it gives a definite number the kids have to reach in order to achieve a higher level in the community. The con I would associate with this is that I do question whether the system is salient enough. It is so routine for the kids that I don’t think they understand the importance of it at times. Since it happens every day I think that it might have a limited value and they become satiated so that privileges and rewards associated with it aren’t always enough to elicit behaviors with positive valence.

11)How are the tokens banked?
The points are added up on a sheet of paper that each individual has and that is in a three ring binder that staff is required to fill out twice a day. The kids are able to view their points but no one elses. We also have their levels posted on a board in the community that is visible to everyone.

12)What are the pro's and con's?
The pros of this system is that their points are more private and the kids I work with often appreciate that because they have had so much of their lives just thrown out on the table and everyone gets to know about it. They have had little privacy and this system gives them that. The cons of this system is that it requires staff to remember it every night regardless of how busy it gets, and if kids refuse to participate they lose all of their points that day even if they would have earned some for the other categories.

13)What are the back-up reinforcers?
The kids are able to earn things like personal snack, personal item in room, jewelry, make-up, one-on-one time with staff, walks on campus, etc.

14)How were the backup reinforcers chosen?
We have a lot of backup reinforcers and they were chosen by deciding what things the kids place an intrinsic value on and adding them to our list of privileges they could earn.

15)Are they effective reinforcers?
Some of these reinforcers are extremely effective because the kids love to do certain things. For instance, the kids thrive off of having one-on-one time with staff. They have favorite staff and they want nothing more than to have time alone with that staff so they don’t have to share them. This is why we added things like one-on-one walk with staff.

16)How do the students gain access to the reinforcers?
Staff give the kids request sheets every Monday and they fill them out saying which reinforcers they would like to earn. This is helpful because it allows staff to know what is important to each kid and what they would enjoy earning. Staff goes through their points and according to how many they have earned they decide what the kids have earned for that week along with if they have earned enough points to go up a level in the treatment program.

17)What are some of the outcome measures so the administrators know the system is effective?
As the kids make their way through the levels of the system staff and the treatment team are able to see their progress and the best marker for the systems success is that the child be able to discharge to go home.

18)How effectively are the administrators teaching the students about the system?
I believe that the students have a good idea of how the system works but I have noticed that they learn much of it from their other peers. Staff step in and explain things for them if they are still confused but the kids tend to help each other out.

19)How effectively are the administrators teaching the parents about the system?
I changed this to how effectively are the administrators or teachers teaching the staff about the system. I called my boss and asked her about the philosophy behind this system and she let me know that she had not ever been told about it and she would call the lady that she knows started the program. I am still waiting for that information but my boss was really interested to know what behavioral modification program our token economy is based off of. My boss has done some training on this system though she did mention that much of the training requires the staff to read a handbook. This may not be the most effective way of teaching but it does contain all of the information needed to be able to understand the system.

20)How effectively have the administrators taught the other teacher about the system?
The administrators have taught the teachers well but the teacher did have to read up on the system and learn much of it herself. She was able to understand the idea behind the system but has not been told the philosophy or ideals behind this token economy.

21)Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
I think that for the most part everyone is on board with this system but the kids may struggle with it at times because some of the guidelines are not clear cut and it involves some judgment calls by the treatment team which may undermine the system itself.

22)What are some problems you know to exist with token economies that might be a problem here?
There is always the problem with making sure that your tokens are salient enough to actually cause a change in behaviors. We also have the problem with not having specific enough target behaviors which causes room to question the system. I would say one of the biggest problems I see is a breakdown in communication between the staff, kids, and administrators regarding the system. It seems like it has been and can be extremely effective but it has fallen by the wayside because it hasn’t been properly explained and because there are staff working that just don’t have the education required to understand behavioral program and how they should be run.

23)What are some questions you might have for the administrators about the system?
I want to know the philosophy and the real structure behind the program so that I can help teach the other staff and better run the system myself.

24)What additional information might you want to know about the system?
I would also like to know how the point system was created and if it could be revamped and looked at again. The system overall seems to be effective because we have a low recidivism rate. However, I do feel like it could be used much more effectively with the proper training.

25) Once you are done with your post make list of the terms and terminology you used in your post.
Terminology: behavioral classes, emit, elicit, target behavior, inter-observer agreement, continuous reinforcement, fixed ratio, salient, limited value, satiated, positive valence, intrinsic value, token economy, recidivism, behavioral modification program

URL:http://thecornerstoneforteachers.com/free-resources/behavior-management/token-system
1) What is this program?
It is used with chips and then put into a bag and each student has a number assigned to them and when they do something good there chip is put int the bag for a drawing on friday for some sort of prize.
2) How did it come about?
It came about to help the kids to stay on track in school and have good behavior.
3) What are the behavioral classes they are trying to elicit?
They are trying for kids to be better behaved in class and also all throughout the day.
4) What would be some specific target behaviors they might want the children to emit?
Being quiet in the hallway, sitting down in your desk and starting work right away,participating in class discussions.
5) Is this system based on reinforcement or punishment?
It is defiantly reinforcement based.
6) Is it positive or negative?
It is a positive reinforcement.
7) What are the tokens used in this program?
They are chips/coins with the child's number that was assigned to them by the teacher.
8) What might be some pro's and con's associated with using these tokens?
A pro would be since they are given the chips at the beginning of the week while the week goes by they can tell how many chips are in the bag because they keep hold of the remaining chips.Another pro would be it keeps the child responsible for there own chips. A con would be what if the child loses all of there chips in the school somewhere.
9) What is the delivery system?
The teacher takes the chip and puts it in the bag if they elect the behavior wanted.
10) What are some pro's and con's associated with the delivery system?
The pro would be the teacher doesn't have to keep track of the amount of tokens for each student. But a con would be they can't see all of the good behavior done by a student all of the time.
11) How are the tokens banked?
The tokens are kept in a bag that the teacher keeps with them.
12) What are the pro's and con's?
Pro would be the teacher doesn't have to to anything more then put the coins in the bag. A con would be the students cant physically see there chips in the bag.
13) What are the back up reinforcers?
They can get special rewards with the back up reinforces like more recess or a snack or a movie day.
14) How were the backup reinforcers chosen?
They are chosen from things the children at that age like to do in there spare time.
15) Are they effective reinforcers?
They are very effective. Its what kids at this age want to do.
16) How do the students gain access to the reinforcers?
There coin number is chosen out of the bag. Depending on the amount of coins in the bag the better your chance is to get a prize.
17) What are some of the outcome measures so the administrators know the system is effective?
Well big one is amount of coins in the bag at a given friday.
18) How effectively are the administrators teaching the students about the system?
I think they are informing them rather well. They give the students the option for say in reinforcers as well as have meetings with them with they are not meeting the desired behavior.
19) How effectively are the administrators teaching the parents about the system?
It does not say anything about the parents in the study. But I would assume the parents would be notified of the token economy form the school district.
20)How effectively have the administrators taught the other teacher about the system?
They have done a good job because without the teachers knowledge the system wouldn't be able to work.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes there is always that one teacher or student who doesn't want to do it or enforce it all the way like they should to make it work.
22) What are some problems know to exist with token economies that might be a problem here?
Not all children will want to do it and if one doesn't there will be more to follow in the end.
target behavior,desired behavior, positive,reinforcement, token economy, fixed ratio,emit

List the url.
http://www.hy-vee.com/resources/fuel-saver.aspx

Answer the questions below using as many behavioral terms are you can.
1) What is this program? Hyvee Fuel Saver
2) How did it come about? It probably came about as a way to get more people to 1. use the hyvee gas stations more often and 2. an incentive to shop at hyvee more
3) What are the behavioral classes they are trying to elicit? they are trying to elicit the behavior of buying their products and gas more often
4) What would be some specific target behaviors they might want the children to emit? Specific target behaviors would be buying a certain product because it is a fuel saver that week or getting gas when their fuel saver has a lot on it
5) Is this system based on reinforcement or punishment? Reinforcement because the customers are being reinforced for buying certain products and for getting gas at a hyvee gas station
6) Is it positive or negative? Positive because they are adding something desirable (points/money off on gas, i guess it could also be negative because you are taking away money to make it a more desirable amount of money on gas
7) What are the tokens used in this program? The tokens are the cents that you get off every time you shop and buy something that is a fuel saver that week
8) What might be some pro's and con's associated with using these tokens? people might not like the products the store has that week for fuel savers so it is not rewarding to them, it is an easy way to buy groceries that everyone needs and also save money on something else people need (gas)
9) What is the delivery system? every time you buy a fuel saver item, the card is scanned when you check out and then a balance is on the card and swiped at the pump when you get gas
10) What are some pro's and con's associated with the delivery system? one pro is that you can just swipe the card at the pump and it will take off the cents right there. A con would be that you might not always know the balance on your card because you only get the balance when you get a receipt from hyvee
11) How are the tokens banked? on a card
12) What are the pro's and con's? maybe people wont carry the card all the time, but at the same time it could be a pro that you can just carry it in your purse with all of your other cards
13) What are the back up reinforcers? a back up reinforcer could be that you don't only have to use it at a hyvee gas station you could also use it at caseys
14) How were the backup reinforcers chosen? I am guessing that the gas stations agree to partner with hyvee to do the fuel saver program
15) Are they effective reinforcers? yes i think it is a good reinforcer to get cents off per gas after buying groceries
16) How do the students gain access to the reinforcers? Buy the products that are a fuel saver that week and sign up for the program
17) What are some of the outcome measures so the administrators know the system is effective? keep track of how many people take part in the program and what they buy and how much they save
18) How effectively are the administrators teaching the students about the system? I think the teaching of this program is effective and is advertised well and they probably had a meeting about it with all the workers to know how to work it and advertise it
19) How effectively are the administrators teaching the parents about the system? There are not parents in this token economy i think they are definitely advertising to the customers how effective it would be and how to use it
20)How effectively have the administrators taught the other teacher about the system? the people who came up with this product are probably pretty effective at teaching the people at hyvee how to use the program because it seems to be working pretty well so far
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Some people may not find it that rewarding if they do not shop at hyvee often or do not like the products they have for the program, although the products are different every week or so
22) What are some problems know to exist with token economies that might be a problem here? Not everyone may shop at hyvee or not enough to get the benefit of using a fuel saver card
23) What are some questions you might have for the administrators about the system? I do not have any questions at this time, I actually have a fuel saver card and so do others in my family and we all find it rewarding
24) What additional information might you want to know about the system? I would maybe want to know if there was like a website or somewhere I could check my balance before I use because I always lose the receipts that tell me

25) Once you are done with your post make list of the terms and terminology you used in your post.
elicit, emit, target behavior, reinforcer, positive, negative, token economy, behavioral class

1) What is this program?
The Pancheros punch card program
2) How did it come about?
Pancheros wanted to increase customer loyalty by giving a free burrito for every ten burritos purchased
3) What are the behavioral classes they are trying to elicit?
Eating at Pancheros
4) What would be some specific target behaviors they might want the children to emit?
choosing to eat at Pancheros instead of another restaurant, eating at Pancheros multiple times
5) Is this system based on reinforcement or punishment?
reinforcement, because they want to increase the behavior
6) Is it positive or negative?
It is positive, because once the behavior is emitted enough times a reward is given (a free burrito)
7) What are the tokens used in this program?
The tokens are stamps on a Pancheros business card
8) What might be some pro's and con's associated with using these tokens?
pro- drives customer loyalty, clear, set reinforcement
con- people can use each other's punch card, don't always remember to use them, not always asked to get one
9) What is the delivery system?
The reward is given when someone hands over a fully punched card
10) What are some pro's and con's associated with the delivery system?
pro- easy to do, unique stamp, cheap to make
con- can be combined, can be forgotten, card can be lost
11) How are the tokens banked?
They are stamped onto a card that the customer keeps
12) What are the pro's and con's?
pro- convenient
con- easily lost
13) What are the back up reinforcers?
a free burrito
14) How were the backup reinforcers chosen?
they were chosen by the restaurant owner
15) Are they effective reinforcers?
if people are eating at pancheros then they obviously want a burrito and free food is always popular
16) How do the students gain access to the reinforcers?
by turning in their punch card
17) What are some of the outcome measures so the administrators know the system is effective?
track how many punch cards are returned, how many people buying burritos have a punch card
18) How effectively are the administrators teaching the students about the system?
not very, there are no advertisements and the workers rarely ask to see your punch card or offer you one
19) How effectively are the administrators teaching the parents about the system?
n/a
20)How effectively have the administrators taught the other teacher about the system?
the owners teach the workers about the system and how it works, but do not push marketing the punch card very well
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
The employees probably don't have complete buy in, this is because they do not receive any rewards for getting customers to use the program.
22) What are some problems know to exist with token economies that might be a problem here?
people may not be motivated enough, the tokens could be lost or forged
23) What are some questions you might have for the administrators about the system?
I would like to know how much the burritos actually cost to make
24) What additional information might you want to know about the system?

25) Once you are done with your post make list of the terms and terminology you used in your post.
reinforcement, positive, emit, reward, token, behavior, delivery system, buy in, motivation

http://eeando.unl.edu/cehs/maag/School_Wide.pdfr.pdf
1) What is this program?
This is a school-wide token economy system for middle/junior high school

2) How did it come about?
This came about by the administrators wanting to promote and maintain appropriate behavior in a reinforcement way.

3) What are the behavioral classes they are trying to elicit?
The behavior class they are trying to elicit is appropriate behavior.

4) What would be some specific target behaviors they might want the children to emit?
The specific target behavior they want children to emit is being on time to class.

5) Is this system based on reinforcement or punishment?
The system is reinforcement based

6) Is it positive or negative?
It is positive reinforcement, that children receive a token for showing up on time to class.

7) What are the tokens used in this program?
The tokens are laminated pieces of paper with the school mascot on it.

8) What might be some pro's and con's associated with using these tokens?
The proc’s is that the children can see and hold their tokens, and watch as it adds up. The con’s is that the tickets can be easily replicated and forge.

9) What is the delivery system?
Teacher will hand the children the tickets. The children then can turn the tickets in two days per six weeks to claim a prize from the school store.

10) What are some pro's and con's associated with the delivery system?
This system is good because the children can see the tokens and see the progress of the tokens. They can also pick the reward that they receive. The con is that the teachers have the discretion on who they had it too, simply because the teachers only have 100 tickets to start out with. This means that reinforcing the behavior of being on time, will only be a variable ratio, if the teachers decide.

11) How are the tokens banked?
The tokens are handed out to the students. The students then turn the tokens into the school bank. The children then get a deposit slip that shows them the amount of earnings the children have.

12) What are the pro's and con's?
The pro’s is that this will reduce the fake hornets being made. It also teaches the children responsibilities of depositing their earnings. The con’s is that the sectary who runs the bank will have to be constantly expecting the children and monitoring how many tokens are received.

13) What are the back up reinforcers?
The back up reinforcers are the rewards at the end of the six week period that the students can buy.

14) How were the backup reinforcers chosen?
They are items donated to the school store.

15) Are they effective reinforcers?
Yes, they are things that kids would want, like shirts, CD’s, soda, etc.

16) How do the students gain access to the reinforcers?
The students have to save up the tickets they earn for arriving to class on time, and then they deposit them. The students then save up their tickets and use them to purchase the items of their choice.

17) What are some of the outcome measures so the administrators know the system is effective?
The administrations handed out 100 tickets to their teachers, and taught them how to hand out the tickets, but left it up to their discretion.

18) How effectively are the administrators teaching the students about the system?
This is effective because the teachers explain the system at the beginning of the year, and this entails how they receive the tokesn and how to deposit them.

19) How effectively are the administrators teaching the parents about the system?
This was not stated in the article, but I would assume they put the system in the newsletter.

20)How effectively have the administrators taught the other teacher about the system?
They were effective because the teachers have all the control.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes, because it is not a continuous reinforcement, and this could cause students to not want to participate.

22) What are some problems know to exist with token economies that might be a problem here?
I think that the amount of responsibility the children have could be a problem. If students do not have time to turn in their tokens to the bank between classes or before/after school they may not be able to partake in the economy.

23) What are some questions you might have for the administrators about the system?
What do they do for the kids who do not have control over turning in the tokens? Is this fit for lower functioning children? How are the teachers deciding when and whom they had out the tokens?

24) What additional information might you want to know about the system?
I would want to see how effective the program is and if it really encourages children to arrive to class on time.

25) elicit, emit, behavior, reinforce, reinforcement, reinforcers, punishment, token ecomomy

1) What is this program?
This program is the Fabletics rewards program.
2) How did it come about?
The rewards program was probably begun to promote purchasing products from the website, as well as inviting other friends to join the website which would also cause more products to be sold.
3) What are the behavioral classes they are trying to elicit?
The behavioral class they are trying to elicit is purchasing clothing from their website rather then another website or store.
4) What would be some specific target behaviors they might want the children to emit?
Choosing to purchase clothing from Fabletics.com instead of Scheels or Nike.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement because the more purchases you make or the more friends you invite to the website, the more points you receive, and after banking one thousand points you get a credit to the website which can be used towards getting an outfit for free.
6) Is it positive or negative?
This is positive reinforcement because it involves the addition of something desirable. In this case, you receive a free outfit which is always something nice because it saves you money.
7) What are the tokens used in this program?
The tokens used in this program are points. You receive points based on purchases you have made and friends you have invited, and once you have one thousand points, it turns into one credit. Once you have the one credit, it can be turned into a free outfit.
8) What might be some pro's and con's associated with using these tokens?
The pro associated with using these tokens is that you can get a lot of tokens just for inviting a friend to the website, so it could make getting a free outfit very easy. The con associated with the tokens is that in order to get some points, you do have to spend money. So in a way, people may think its ridiculous that you have to spend a ton of money before you can get anything for free.
9) What is the delivery system?
The delivery system is that every time you make a purchase or invite a friend to the website, the points are added to a total on your account.
10) What are some pro's and con's associated with the delivery system?
A pro associated with this delivery system is that it is very accessible and easy to see how many points you have without having to keep track of a card or anything of that sort. The con is that you have to become a member of the website before you are able to access any kind of points or receive any points.
11) How are the tokens banked?
The tokens are banked in your account information on the website.
12) What are the pro's and con's?
Again, the pros and cons are similar to those of the delivery system. The pro is that the points are very easy to access and see, but the con is that you must become a member before you are able to have an account and see the points.
13) What are the back up reinforcers?
The back up reinforcer is that after you receive a certain amount of points and are able to earn credits, you can then receive free outfits or articles of clothing.
14) How were the backup reinforcers chosen?
The backup reinforcer was probably chosen because it was the most enticing thing for shoppers to see. A lot of people will do what they can to get something free, even if it does mean spending money in the first place.
15) Are they effective reinforcers?
These are effective reinforcers because a lot of people would do anything to get something free as their reward.
16) How do the students gain access to the reinforcers?
They gain access to the reinforcer by purchasing products from the website to receive points and by inviting friends to join the website.
17) What are some of the outcome measures so the administrators know the system is effective?
They can track how many people have had enough points to receive the credit and then the free purchase from the website.
18) How effectively are the administrators teaching the students about the system?
They are really effective about teaching people about this rewards program because after making a purchase they give you the chance to invite friends and show you how many rewards you can get for that, and then they show you how many points you get after you make a purchase.
19) How effectively are the administrators teaching the parents about the system?
This question really does not refer to this token economy, but they are doing a good job teaching everyone about the system.
20)How effectively have the administrators taught the other teacher about the system?
This answer is pretty similar to all the other ones, but they are effectively teaching everyone about the system when they make purchases and promoting the points.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes this is entirely possible because a lot of people would think that it is a scam that you have to make purchases and spend money before you are able to get anything for free. Also, this website is a confusing one where if you do not select that you don't want to make a purchase for a month then your card could be automatically charged, so people could think that this is a big scam of the website as well.
22) What are some problems know to exist with token economies that might be a problem here?
A problem that may exist in this token economy could be that not a lot of people may be aware of what this website is because there is not a lot promotion for the website except for online, so if you do not have a Facebook where other friends of yours have "liked" this website, you may not come across it.
23) What are some questions you might have for the administrators about the system?
I would want to know why the amount of points needed before you can get a credit is so high. Mostly, I would want to know how many people actually collected that many points in order to get that credit, or if most people stopped using the website before it got to that point.
24) What additional information might you want to know about the system?
I think that this system is laid out pretty well, so I am not sure that I would have any problems regarding this system.
25) Once you are done with your post make list of the terms and terminology you used in your post.
emit, behavioral class, target behavior, reinforcement, positive reinforcement, tokens, delivery system, token economy,

I cannot post the exact link because you have to be logged into your account to access it, but the website that it is for is fabletics.com

1. The program I decided to do my blog on was the Hy-Vee Fuel Saver program which is awesome and new to me because I live in Illinois and Hy-Vee is not even an option. Ever since I’ve lived in Iowa for school I have saved so much money on gas it’s AWESOME!
2. This program came about in an effort to promote shopping at the Hy-Vee and the Hy-Vee gas stations; to get more business they created this awesome perk.
3. They are trying to elicit more perks to keep old customers and bring in new customers to Hy-Vee in hopes to make them loyal customers to their store.
4. A specific target behavior might be Hy-Vee putting a brand or specific food product that isn’t selling that great on the fuel saver deal in hopes to sell more of that product perhaps. Putting it on the fuel saver deal during any given week makes that product more desirable, or at least that’s the purpose and hopes id say.
5. The fuel saver program is definitely a system based on reinforcement because Hy-Vee is trying to increase the desired behavior of selling more products with the perks of discounted gas and to keep the customers coming back.
6. This would be classified as a positive reinforcement because it involved the addition of something desirable to the customers. The desirable reinforcement would be discounted gas.
7. The token that is being used in this program would be cents off of your next gas purchase when you purchase the fuel saver items while shopping at Hy-Vee.
8. Some cons with this program include; the cents off expires after 30 days and not everyone needs to fill up on gas that often. Another cons would be that the cents off is used as one time so it’s better to save up the cents so you get more cents off when filling up on gasoline. The card can only be used on one car at a time and it’s only up to 20 gallons. A pro is that you save money on gas, it’s easy to do, and it’s free to sign-up, and it’s convenient. Another pro would be that they also work with Casey’s gas stations and the card can be swiped there as well.
9. The delivery system for the fuel saver program would be getting cents off for fuel saver items that you purchase. The items vary and change every week and the points for each item can range from 1 point which equals 1 cent to 25 points sometimes, it just depends. You can use the points, also known as cents within 30 days at either a Hy-Vee gas station or a Casey’s gas station.
10. A con would the points expiring after the 3o days, having to use the card and points at one time, and it only being able to be used on one car at a time. A pro would include; having a month to earn as many points as possible, not having a limit on the fuel save items you can purchase, the amount of Hy-Vee and Casey’s gas stations that are located throughout Iowa.
11. When you purchase the fuel saver items, you swipe the fuel saver card and the points/cents off gets put on the card. The receipt also shows how many points/cent you earn from the purchases as well. There is also an Application on mobile phones that keeps track of how many points you have obtained.
12. A con would be losing the receipt and having to guess or call to see how many points one has if they don’t have a smart phone. Which would be more of an inconvenience instead of a con. A pro would be that the card it simple, they give you three different cards. One big one and two little ones that can be put on a key chain. Another pro would be that the clerk usually tells you how much you save each time you purchase items that are a part of the program.
13. A back-up reinforce would be that Hy-Vee and Casey’s gas stations work together with this program so the fuel saver card can be used at both places which is awesome! Shell and PDQ gas stations are also included which I didn’t know until now!

14. I didn’t really find much information on how the back-up reinforcers were chosen. I would assume that they are in a legal agreement with one another and each gas station that is not Hy-Vee would be getting some kind of perk as well.
15. I personally feel like the fuel saver program is very effective because who doesn’t love getting a discount on gas especially with gas being so expensive these days! It is also effective because Hy-Vee is also benefiting along with the customers by receiving more business, consistent and returning customers, and then even more business by giving money business towards the gas station aspect of Hy-Vee. Another reason it is effective is because they collaborate with other gas stations making it even more convenient for the customers if they aren’t always by a Hy-Vee gas station. It gives them more options and it appeals to the customers more I’d say.
16. It is super easy for a customer to gain access. All they have to do is sign up at a register and fill out this short form. It is free and super simple. All you have to provide is you name, DOB, phone number, and address that’s it.
17. I’m sure there is system where it shows how much the customers are using their fuel saver cards and the amount of cards being given out as well at each store location. Data about the points associated with the fuel saver items and correlations between the purchases would also be documented.
18. Hy-Vee administration is teaching their employees in a great manner about this program as it seems to be promoted every time a customer comes to the register. They always seem to ask if you have a fuel saver card, which shows great responsibility and commitment to the program.
19. The customers are being taught in a great manner too because they are given detailed instructions about the programs and the employees of Hy-Vee are also really good at informing people about the fuel saver program and perks. There is also signs all over Hy-Vee on the items that count toward the program which allows the customers to gain points if they purchase those items. Its good promotion strategies.
21. People who are already committed to shopping at different grocery stores might not buy into this system. Out of town people might not either depending on where they are from because Hy-Vee seems to be an Iowa grocery store not a nationwide store like Walmart or Target.
22. Some problems would include; the points expiring after 30 days, the card only being able to be used on one car at a time, the points can only be used all at once, it has a limit of 20 gallons, not everyone needs to fill up within the 30 days that the program offers so then the points are just lost.
23. One question would be why the points expire. I feel like they shouldn’t expire since your still buying the items at the Hy-Vee locations and supporting the local grocery store so the perk should just build up.
24. How do they decide how many points each fuel saver item receives?
25. Behavioral Modification, Behaviors, Elicit, Emit, Psychology, Reinforcement, Positive Reinforcement, Negative Reinforcement, Token Economies, Delivery System, Backup Rein forcers, Target Behaviors, Desirable Behaviors.
URL: http://www.hy-vee.com/resources/fuel-saver.aspx
A.S

1) What is this program?
The program I looked into was called “The World’s Easiest Token System for Behavior Management”. It was for simple classroom management by a single elementary school teacher.
2) How did it come about?
To improve the behaviors of the elementary students in her classroom, the teacher came up with a token economy system to reward her students for good behaviors.
3) What are the behavioral classes they are trying to elicit?
The teacher is trying to elicit good character and good behavior.
4) What would be some specific target behaviors they might want the children to emit?
Some specific target behaviors they might want the children to emit are being nice on the paly ground, being helpful to other students and the teacher, being polite, taking turns, using inside voices inside and outside voices outside, raising their hands, putting supplies away, hanging up their coats appropriately, listening to others, and taking turns in group projects.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement, since sporadically throughout the day students are recognized for their good behavior by having a token placed in the class “good behavior” token bag.
6) Is it positive or negative?
It is a positive reinforcement program since they are rewarded with a numbered token and have the opportunity to engage in a “reward” right away.
7) What are the tokens used in this program?
The tokens used in this program are number token chips that correspond to a number arbitrarily assigned to each student.
8) What might be some pro's and con's associated with using these tokens?
The pros associated with using these tokens is that the teacher keeps track of them. They’re also reusable, so there is not extra money to be spent on ink and paper or other such expenses. Additionally, there is not an opportunity for the students to copy or forge the tokens because they’re very specific and only accessible to the teacher. Their effectiveness however, is really only salient during school time, which is a definite con. It may not spill over into other areas of their lives.
9) What is the delivery system?
Every student has numbered tokens in tackle box that correspond to their own number. When they are seen executing good behavior (although not continuous reinforcement), they are rewarded by having a token put into the class good behavior bag.
10) What are some pro's and con's associated with the delivery system?
Some pros are that the student doesn’t have the opportunity to lose the token. The student also has an equal opportunity for any reward opportunity (like standing at the front of the line) as any other student, since their numbers are drawn out of bags. However, they don’t have the opportunity to visualize or hold their tokens, so they may not be able to tell how good their behavior is really getting. Some other cons may be that students could get discouraged if their behavior is not recognized.
11) How are the tokens banked?
The tokens are banked in a good behavior bag. That way when the students have an opportunity to do something rewarding; like helping the teacher or passing out supplies, they are drawn out of the good behavior bag the teacher keeps.
12) What are the pro's and con's?
Sadly, if students are not rewarded, it could cause the behaviors to become extinct. However, for the most part, this is a good guideline system. As I mentioned earlier, while every student can’t hold and easily visualize how many tickets they have, they never have the opportunit y to lose their tokens or forge them and it’s only handed out by one teacher, making the delivery more fair. 13) What are the back up reinforcers?
14) How were the backup reinforcers chosen?
The backup reinforcers were probably chosen based on what students have enjoyed in the past. Elementary students still really enjoy their teachers and faculty and like spending time with them doing “adult” type things such as helping the teacher.
15) Are they effective reinforcers?
I believe they have the potential to be effective reinforcers if there is a high enough turn-around rate. I think that the rewards (random odd jobs) are an intelligent use of resources. There isn’t anything that needs purchased and the good students get rewarded for being good!
16) How do the students gain access to the reinforcers?
The students gain access to the reinforcers by first being publically recognized in front of the class by the teacher. Then when an opportunity comes up, the students numbers who are in the bag have the opportunity to be drawn and get to do a reward.
17) What are some of the outcome measures so the administrators know the system is effective?
The administrators will know the system is effective if the outcome measures reflect it through statistics. Statistics could be taken arbitrarily deciding the effectiveness based on how the behaviors of the students are actually improved.
18) How effectively are the administrators teaching the students about the system?
The students understand the system because the teacher has went over it with them and keeps it consistent and fair.
19) How effectively are the administrators teaching the parents about the system?
It is not evident from this article how effectively the parents have been taught about the system, since it is just being utilized for this single class. I would assume she includes it in the classroom newsletter
20)How effectively have the administrators taught the other teacher about the system?
The administrators did not teach all the teachers about the system. The teacher created the system herself.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Of course there is an obvious possibility that not everyone may have complete buy in with the system. If students don’t get rewarded or recognized, they may not be involved in trying to change their behaviors. Some teachers may not be on board and may not actively reward students, so they might not change their behavior.
22) What are some problems know to exist with token economies that might be a problem here?
There could be an issue of discriminate stimulus, as these behaviors may be only learned in the school system. Their saliency may only work in the school and not transfer over to other areas of their life where they are not rewarded. Also, as the duration of the system increases, the students may get bored (or the teachers) and the behaviors will not be emitted or rewarded.
23) What are some questions you might have for the administrators about the system?
Have you considered how you’re going to keep the students engaged? What happens after you’ve been doing this system for a long time and the students/teacher get bored? Has everyone received effective training? Do the parents know about the system? How effective are the behaviors? Are they being emitted when no one is watching (0r so the students believe)?
24) What additional information might you want to know about the system?
Where did you come up with your idea?
25) Once you are done with your post make list of the terms and terminology you used in your post.
Token economy, positive, behavioral intervention, elicit, behavioral classes, specific target behaviors, reinforcement, emit, pros, cons, rewarded, reinforcers, reinforcement, salient, exhibited, effective, saliency, discriminate stimulus

1) What is this program?
At the Biscotti’s in Redeker Center they have cards that allow students to buy five fountain drink and they can receive the sixth one free. They also have a deal where one can buy five coffees and get the sixth free.
2) How did it come about?
The UNI Department of Residence decided that students should be able to save their amount of dining dollars or money on goodies at Biscotti’s. They figured that students would enjoy buying fountain drinks not only because they are cheaper than bottled pop but they come in bigger sizes.
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit more students to buy more drinks and therefore spend more money.
4) What would be some specific target behaviors they might want the children to emit?
Target behaviors that they might be trying to emit is purchasing other things as well as a fountain drink such as a snack or something and maybe choosing different sizes of the fountain drink. Also buying more than one fountain drink a day.
5) Is this system based on reinforcement or punishment?
It is based on reinforcement because it hopes to increase a desirable behavior.
6) Is it positive or negative?
It is positive reinforcement because it is the addition of a desirable stimulus.
7) What are the tokens used in this program?
The tokens are the punches in the card when you buy a fountain drink, for each punch/drink purchased you come one punch closer to getting a free drink.
8) What might be some pro's and con's associated with using these tokens?
Pros: more likely to buy the fountain drink more often, spend more money to get the free drink
Cons: easy to lose or forget if not kept in wallet, easy to copy punch style if you have a star shaped puncher,
9) What is the delivery system?
The delivery system is both continuous reinforcement and fixed ratio reinforcement. This is because after every fountain drink purchase they get reinforced, a punch in their card. It is also a fixed ratio reinforcement because after every five punches, you receive a free fountain drink.
10) What are some pro's and con's associated with the delivery system?
Pros: students can be immediately reinforced after their behavior, it is easy to keep track of their progress, easy to use,
Cons: they may lose their card or forget it
11) How are the tokens banked?
The tokens are banked on a punch card and after five drinks purchased/punches the sixth drink will be free.
12) What are the pro's and con's?
Pros: easy to use and see progress,
Cons: easy to lose the card or even forget it
13) What are the back up reinforcers?
Back up reinforcers consist of the free sixth drink and discounted refills.
14) How were the backup reinforcers chosen?
The backup reinforcers were chosen to increase the sale of fountain drinks in the Biscotti’s.
15) Are they effective reinforcers?
They are effective reinforcers because they allow students to receive free fountain drinks, however, I don’t think they are as reinforcing to some people because I always forget my punch card and end up getting new ones every time I go in. Also there are people who this wouldn’t reinforce because they don’t drink pop/fountain drinks. But for avid students and students who always remember or keep it in their wallet it is very reinforcing.
16) How do the students gain access to the reinforcers?
The students can keep the punch cards for their own and follow their progress so they know when they will receive the reinforcement.
17) What are some of the outcome measures so the administrators know the system is effective?
They could measure how many students buy a fountain drink and compare it to how many students get a free fountain drink by collecting the punch cards and counting them at the end of the day. They could also compare the fountain drink purchases and compare them to the bottle pop purchases.
18) How effectively are the administrators teaching the students about the system?
The administrators are effectively teaching students about this token economy by informing them at checkout and leaving the cards placed in front of the register. Most of the time the cashiers offer the punch card as well, whether or not the customer has a fountain drink or not.
19) How effectively are the administrators teaching the parents about the system?
The parent don’t really know about the system because it’s geared more towards college students but it is easy to explain to parents because it is like every other punch card out there.
20) How effectively have the administrators taught the other teacher about the system?
I’m sure the employees at Biscotti’s have been taught and trained to know about deals or promotions that are offered. The policies and conditions were probably explained intensively because the cashiers seem informed when people ask about hem or then they are promoting the punch cards.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
I think that people may have a problem with it if they continuously lose the cards or if they don’t drink fountain pop and instead want the bottled pop to be as the fountain drinks as well.
22) What are some problems known to exist with token economies that might be a problem here?
The punch cards are very easy to lose or forget, the punch cards can also be easily forged, and people may not be motivated enough to buy five fountain drinks to actually get the sixth one free.
23) What are some questions you might have for the administrators about the system?
Why do you only use this for fountain drinks? Is it really as effective as it seems?
24) What additional information might you want to know about the system?
I think that this system very easy to understand and I don’t think I need any additional information.
25) Once you are done with your post make list of the terms and terminology you used in your post.
behavior, positive reinforcement, reinforcement, reinforcers, target behavior, continuous reinforcement, fixed ratio reinforcement, delivery system, token, token economy, elicit, emit,

There isn't a website or URL for this, however, there is one for Biscotti's in general. I only know this information because I live in the Quads so therefore I am a frequent spender and used to participate in this punch card deal.
https://www.uni.edu/dor/dining/biscottis

URL:
http://www.walgreens.com/topic/help/balance-rewards.jsp#Redemption

1) What is this program?
The program is Walgreens Balance Rewards.

2) How did it come about?
I assume that this came about as a way to encourage customers to purchase more items in the store.

3) What are the behavioral classes they are trying to elicit?
They behavioral class they are trying to elicit are purchasing behaviors at their store.

4) What would be some specific target behaviors they might want the children to emit?
Some specific target behaviors they would want customers to emit would be signing up for Balance Rewards card, purchasing prescription drugs at the Walgreen's pharmacy and purchasing selected items that lead to more points in the store.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.

6) Is it positive or negative?
This is a form of positive reinforcement because when customers perform certain target behaviors, points are added to their balance.

7) What are the tokens used in this program?
The tokens used in this program are Balance Rewards points.

8) What might be some pro's and con's associated with using these tokens?
Pros are that it seems very easy to access the tokens because all you have to do is have the cashier scan your card at check-out and if you lose your card, all you have to do is enter your phone number. Some cons of these tokens are that they can interpreted as vague and only by going to the website can you see what the points are worth.

9) What is the delivery system?
Points are added to the Balance Rewards card every time that a purchase is made. However, Rewards points can not be redeemed until the customer has accumulated 5,000 points.

10) What are some pro's and con's associated with the delivery system?
Pros associated with this delivery system are that customers feel they are being rewarded with each purchase they make. A con of this system is that many people may not be aware that they can only redeem their points once they have accumulated 5,000 points unless they read the Q&A on the website.

11) How are the tokens banked?
The tokens are banked electronically onto the Balance Rewards card.

12) What are the pro's and con's?
Pros of this system is that the points are added to an account instantly. Cons of this system are that sometimes technology can be glitchy and some points may not be added to a card.

13) What are the back up reinforcers?
The back up reinforcer is discounts on purchases in the store or online.

14) How were the backup reinforcers chosen?
The backup reinforcers were most likely chosen by Walgreens business administration.

15) Are they effective reinforcers?
Not able to tell from the website, but a lot of people do have Walgreens Balance Rewards cards or similar cards from other businesses.

16) How do the students gain access to the reinforcers?
Customers gain access to these reinforcers by purchasing select items at a Walgreens store. Once 5,000 points are accumulated, the customers receive discounts on purchases.

17) What are some of the outcome measures so the administrators know the system is effective?
An outcome measure for this is to see if an increase in Balance Rewards members is linked with an increase in sales (although I am very aware that correlation does not equal causation).

18) How effectively are the administrators teaching the students about the system?
The website is very good at answering any questions customers may have and cashiers seem to be always asking customers if they have a rewards card or if they would like one.

19) How effectively are the administrators teaching the parents about the system?
N/A

20)How effectively have the administrators taught the other teacher about the system?
I think that administrators have effectively taught employees about the system because they always seem to be offering the rewards card to customers at checkout and the process of signing up for it seems to flow smoothly.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There is a possibility because not everyone wants to take out the time to fill out their information in order to sign up for a card.

22) What are some problems know to exist with token economies that might be a problem here?
The main problem with this token economy is that customers are required to purchase items at their store in order to be reinforced with the tokens. Many customers may also not know how many points they have because not all of them are going to go online to check their balance.

23) What are some questions you might have for the administrators about the system?
Has it increased sales? Are the customers satisfied with this system? Have there been any problems of points disappearing due to glitches?

24) What additional information might you want to know about the system?
The Q&A provides very good information about the system, but I would like to know why this system came about and what the motives and ultimate goals of establishing this system were.

25) Terms: behavioral class, emit, target behavior, positive reinforcement, tokens, token economy, delivery system

1) What is this program? Hy-Bee Fuel Saver
2) How did it come about? It is an incentive for Hy-Vee to get more money with Hy-Vee gas stations and to collaborate with other companies.
3) What are the behavioral classes they are trying to elicit? They are trying to elicit more incentives to keep current customers and around and to bring in new customers.
4) What would be some specific target behaviors they might want the children to emit? The target behaviors they may want them to emit is buying the items that aren’t getting sold as much. So if a certain kind of snack isn’t getting sold, they could put a fuel saver on that product to reinforce that people will buy product that may not be as desirable or pleasurable as others. It could help get rid of more aversive products.
5) Is this system based on reinforcement or punishment? It is a system based on reinforcement rather than punishment since the people are getting rewarded with lower gas prices along with their food.
6) Is it positive or negative? It is positive because it involves the addition of something desirable like lower gas prices.
7) What are the tokens used in this program? The tokens are the cents off per gallon you receive when you use your fuel saver card after buying items.
8) What might be some pro's and con's associated with using these tokens? The pros are that the customers save on gas, multiple users can use the fuel saver card, but you can only use your points with one vehicle at a time. You can also lose them if you don’t use them.
9) What is the delivery system? The delivery system is the cents off for every fuel saver you buy.
10) What are some pro's and con's associated with the delivery system? The pros are that you have a month to earn those points, and there’s no limit to the number of items you can buy. But once again if you don’t use them within a month, you lose the reward.
11) How are the tokens banked? The tokens are banked every time you swipe the card, you get the fuel saver cents.
12) What are the pro's and con's? The pro’s implemented are positive reinforcement and are that it’s simple to see your rewards, but the con’s are that it’s easy to lose track of your receipts where the numbers are at.
13) What are the back up reinforcers? The back-up reinforcer is having the Hy-Vee fuel saver at other places like Casey’s.
14) How were the backup reinforcers chosen? I’m sure Hy-Vee and the other companies collaborated on this idea.
15) Are they effective reinforcers? Yes because if you are pumping gas at Casey’s or other gas stations, you will eventually probably get a fuel saver card and go to Hy-Vee more.
16) How do the students gain access to the reinforcers? Customers can get access by signing up for the Hy-Vee fuel card in the store.
17) What are some of the outcome measures so the administrators know the system is effective? Hy-Vee probably has a system or record system of who is using it and how often people are using it. I believe that Hy-Vee is a discriminative stimulus though so people only remember they have their card when they see the Hy-Vee sign.
18) How effectively are the administrators teaching the students about the system? I think that Hy-Vee is doing well educating the customers on what it is and advertising.
19) How effectively are the administrators teaching the parents about the system? I think Hy-Vee also has educated their workers well because they always seem well-informed on what the system is about.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? People may not get a card simply out of laziness, or because they don’t want to sign up for too many things including this, or shop at a another grocery store too often.
22) What are some problems know to exist with token economies that might be a problem here? One thing would be that if you don’t use the reward points, then you lose them. They are also only limited to one vehicle. This may push people from wanting to sign up.
23) What are some questions you might have for the administrators about the system? I would ask if there was a way to get free gas if you did buy so much.
24) What additional information might you want to know about the system? I would want to know how long they plan to have this deal going for. It’s a good system though since it has continuous reinforcement included with the frequency of behavior that’s modified during the process.
Terms: Elicit, emit, target behavior, pleasurable, aversive, desirable, reinforce, positive, punishment, reinforcer, discriminative stimulus, tokens, delivery system, positive reinforcement, implement, backup reinforcers, continuous reinforcement, frequency of behavior, modified, behavioral class.
http://www.hy-vee.com/resources/fuel-saver.aspx

1) What is this program?
This program is called the House of Hope.
2) How did it come about?
A group of people from different churches and businesses wanted to help address the problem of homelessness in the cedar falls area.
3) What are the behavioral classes they are trying to elicit?
The behavioral classes they are trying to elicit would be life skills, learning to care for themselves and their families, earn money, get an education.
4) What would be some specific target behaviors they might want the children to emit?
Learning to clean up and help parents, value education, participate and excel in school, and learn life skills.
5) Is this system based on reinforcement or punishment?
This system is based solely on reinforcement.
6) Is it positive or negative?
The reinforcement is positive.
7) What are the tokens used in this program?
Tokens used in this program are the life skills that the parents learn, and the classes that they take, can be added up and the parents can then use their points they get for going to the provided skills classes, to get diapers, food, clothes, or house hold supplies.
8) What might be some pro's and con's associated with using these tokens?
Pros would be that they can get food and things they need for their children and themselves, but the cons would be that if you don’t end up using the tokens to turn into help your family and only help yourself. Another pro is that the mothers want to attend the classes so that they can better themselves. 

9) What is the delivery system?
The delivery system is based on how many points you have can be turned in for different items of different amounts of points. (The website does not discuss this point system, I only know from having volunteered here in the past.)
10) What are some pro's and con's associated with the delivery system?
Pros that would be associated with this system, would be that the mothers strive to go to classes so that they can get points to provide more for their families. Cons would be that some mothers will not attend and still think they should be able to have the rights to get things for their families that they did not “earn”.
11) How are the tokens banked?
The mothers have to keep track of their own tokens.
12) What are the pro's and con's?
The pros would be that it teaches them to keep track and budget themselves. The cons would be that if they lose any that the home doesn’t keep track for them just in case.
13) What are the back up reinforcers?
The back up reinforcers would be the addition of the goods and things you can buy with the points you earn.
14) How were the backup reinforcers chosen?
The backup reinforcers were chosen from things the families need most and are wanting most.
15) Are they effective reinforcers?
Yes, the reinforcers are effective because they elicit the behavior the mothers need to learn for getting themselves back out and on their feet.
16) How do the students gain access to the reinforcers? 

17) What are some of the outcome measures so the administrators know the system is effective?
The outcome measures come from the stories the women tell after their time at the House of Hope. They also make sure that within the two years of being there that they know how to properly care for their families and keep financially stable. If the system was not working they would know they have to change things. By giving the mothers certain amounts of time in the living quarters and the correct training, they know their system is working by the outcomes and success stories of the mothers.
18) How effectively are the administrators teaching the students about the system?
The women running the system are very effective at teaching the mothers how the House works and the proper rules and guidelines they have to follow to be able to stay there.
19) How effectively are the administrators teaching the parents about the system?
Same answer as above.
20)How effectively have the administrators taught the other teacher about the system?
I am sure that within the House of Hope the administrators have relayed the information very well. Even just as a volunteer there, I know the rules and guidelines the mothers must follow in order to keep their spot at the House.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
It is a possibility that maybe a few bad experiences have happened while at the House of Hope but I have never heard or been informed of one.
22) What are some problems know to exist with token economies that might be a problem here?
A potential problem would be that the mothers are not forced to keep a clean environment for the children and the living arrangements are not always kept up as much as I think they should be. I have no say in the matter though, of course. Another problem may be that once they get out into the real world again, they could relapse into their old ways and not be able to provide the things their families need, like they used to be able to for going to the classes.
23) What are some questions you might have for the administrators about the system?
What things or qualities make for the very successful stories as opposed to the not so successful ones?
24) What additional information might you want to know about the system?
What do you think is the most beneficial part of the House of Hope and how can you make the other parts of the system work as well as that.

Terms: elicit, reinforcement, positive, behavioral classes, delivery system

http://www.houseofhopeccd.org/faqs.htm

https://marcustheatres.com/rewards

1) What is this program? The token economy I chose is Marcus Theaters Magical Movie Rewards.
2) How did it come about? It just recently started when the theater started to see a decrease in movie goers.
3) What are the behavioral classes they are trying to elicit? They are trying to get people to come see movies in theaters more often.
4) What would be some specific target behaviors they might want the children to emit? Coming to the theater. Spending more money. Using their concession stands.
5) Is this system based on reinforcement or punishment? This is a reinforcement system, the more times you emit one of the selective behaviors, the more often you get points.
6) Is it positive or negative? It is positive reinforcement
7) What are the tokens used in this program? Points on your card/account.
8) What might be some pro's and con's associated with using these tokens? If you have the card, you could lose and the the points would be invalid. Pros are that if you have the app, you will not lose them!
9) What is the delivery system? They are put on an card, or on your application on your phone.
10) What are some pro's and con's associated with the delivery system? A con would be that it would be easy to let someone else use your card, therefore they would be losing profit. A pro is that it is easy for both them and you.
11) How are the tokens banked? The tokens are banked electronically from their computer system to the card or app.
12) What are the pro's and con's? The pro is that they have complete control of when the points are given. A con could be if the system goes down, there isn't a back up plan.
13) What are the back up reinforcers? You get 1 point for every dollar spent, if you recieve 100 points, you get a $5 credit... Also special concession deals. Free movie screenings and no online processing fee for tickets.
14) How were the backup reinforcers chosen? The company discussed options and chose them. They are subject to change.
15) Are they effective reinforcers? I believe so. The 100 points is kind of crazy for only$5. But the way I see it is if I am already going, I may as well get some points.
16) How do the students gain access to the reinforcers? Just going into the theater, when you pay, they swipe your card and if you are eligible, they tell you.
17) What are some of the outcome measures so the administrators know the system is effective? If people continue to use their card beyond just this initiation period, and so fourth that is a good measurement system.
18) How effectively are the administrators teaching the students about the system? Everytime I have gone into the theater, they have told me about it and been super helpful if I have had any questions, so I would say very well.
19) How effectively are the administrators teaching the parents about the system? I suppose if a parent went in with someone, the outcome would be the same.
20)How effectively have the administrators taught the other teacher about the system? The workers are very well informed about this token economy and have been trained very well.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Very much so. Just like with any reward cards, some people think the additional card is a waste of space, but some people see it like me and if you're going to spend it already, may as well get something from it eventually.
22) What are some problems know to exist with token economies that might be a problem here? This would only work if people sign up for it. It will fall through otherwise.
23) What are some questions you might have for the administrators about the system? How often will you change your promotions? How will we be alerted about special offers? When will the movie screenings be?
24) What additional information might you want to know about the system? I feel very well informed about this system and cannot think of any additional things I would need to know at this point.

25) Once you are done with your post make list of the terms and terminology you used in your post. Reinforcement, Emit, Positive Reinforcement, behaviors, token economy,

I do not have a URL for this token economy but I did mine on Pancheros. We all know this is true.
1.)Panch gives you a card when you buy a burrito...emit a target behavior and after 10 punches you get a free burrito.
2.)I came about to encourage people to buy more burritos.
3.)The behavior class is buying burritos.
4.)Specific behaviors that are required to get a punch card is to buy a burrito...or a quesadilla.
5.)Reinforcement
6.)Positive
7.)The tokens are the punches on the card.
8.)One con is that we could cheat the system and once I get a filled punch card I could make copies and sell them. One pro is that they will most likely get more customers.
9.)The delivery system is the addition of a free burrito.
10.)A con would be that it takes 10 punches to get a burrito. A pro would be that free burrito.
11.)The tokens are banked on the punch card. After ten you get a free burrito.
12.)A con would be that we have to keep track of our own cards but a pro would be that they let you combine your cards.
13.)The only backup reinforcer is the free burrito.
14.)The backup reinforcers were chosen to bring in more customers.
15.)Yes I think a free burrito is a great reinforcer!
16.)Customers gain access to the reinforcers by buying burritos at pancheros and getting their card punched.
17.)The company could track if the addition of the punch card made their sales go up.
18.)I think they are well educating their customers by explaining the process when you get a burrito and a punch card.
19.)They could do more PR such as online or TV.
20.)I believe their employees are well educated.
21.)Not everyone may like the burritos so they may not want a punch card because they do not want to come back.
22.)I know I get annoyed but the massive amount of cards I have so others might too.
23.)I would suggest that they offer something small at the half way point like 50% off a burrito at 5 punches.
24.)I think it is pretty self explanatory so I have no further questions.
Terms:target behavior, positive, reinforcement, emit, token economy,backup reinforcer
http://pancheros.com/

http://eeando.unl.edu/cehs/maag/School_Wide.pdfr.pdf

1) What is this program?
This program is based around tokens. It is a token economy program in the school.

2) How did it come about?
Students were probably late to class so the administration decided to reward the students for being on time.

3) What are the behavioral classes they are trying to elicit?
Behavioral class would be being on time. Raising hands in class, and having appropriate behaviors in the class rooms.

4) What would be some specific target behaviors they might want the children to emit?
They might want the students to emit coming in late to class and being disruptive.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement because good behaviors are being reinforced.

6) Is it positive or negative?
This is positive reinforcement, because the good behaviors are being reinforced to continue, and the students are being praised for being on time.

7) What are the tokens used in this program?
The tokens are card circles with the school mascot on them that sort of count as money for the students to get a prize with for how many they have at the end of 6 weeks.

8) What might be some pro's and con's associated with using these tokens?
Pro’s- it happens right at the beginning of the class so the behaviors can’t be forgotten, the students can pick the prize they want at the end of the 6 weeks, there is a list of items. Cons- tokens can be lost.

9) What is the delivery system?
Teachers had out the prize token when the students are on time and intern the students turn them back in for a prize.

10) What are some pro's and con's associated with the delivery system?
Cons-tokens can get lost along the way. Pros- It is at the beginning of the class.

11) How are the tokens banked?
The students collect them and save them up and turn them in to the “store.”

12) What are the pro's and con's?
The pro’s and con’s are the same as the pros and cons from before.

13) What are the back up reinforcers?
The back up reinforcers are the prizes in the store that the students can choose from.

14) How were the backup reinforcers chosen?
The school makes up a list and then the students can chose from that. They were donations that have been given to the store and some are from the local merchants.

15) Are they effective reinforcers?
The reinforcements seem to be effective.

16) How do the students gain access to the reinforcers?
At the end of every 6 weeks the store is open for the students.

17) What are some of the outcome measures so the administrators know the system is effective?
They seen behavioral changes in the students. Different colored tokens were given out for different reasons, for example blue is given out to students who have a behavioral problem, and there is a program specifically for them.

18) How effectively are the administrators teaching the students about the system?
It sounds like the program is going pretty well for the school.

19) How effectively are the administrators teaching the parents about the system?
I did not read anything about how the parents were informed.

20)How effectively have the administrators taught the other teacher about the system?
It seems that it is pretty effective. There are certain behaviors listed for each color of token for the teachers to follow.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There is a possibility that some students wouldn’t be interested in participating just like anything else.

22) What are some problems know to exist with token economies that might be a problem here?
From the report I havn’t read of any problems that are existing with the token system, they do have hall passes for students if there are excused times.

23) What are some questions you might have for the administrators about the system?
How much of a difference have they seen in the behaviors? Do most children participate?

24) What additional information might you want to know about the system?
25) Token economy, behavioral class, emit, behaviors, reinforcement, positive reinforcement, back up reinforcers,

Please find a good detailed example of a token economy on the internet.

List the url.
http://james-autism.blogspot.com/2005/10/token-economy.html

Answer the questions below using as many behavioral terms are you can.

1) What is this program?
a simple token-economy or point system during school to help stay on track and manage his behavior.
2) How did it come about? james has autism and has trouble staying on track and control his behavior while at school.

3) What are the behavioral classes they are trying to elicit?
4) What would be some specific target behaviors they might want the children to emit? wanting james not to hit or behave in class
5) Is this system based on reinforcement or punishment? reinforcement
6) Is it positive or negative?positive
7) What are the tokens used in this program?little wooden tokens or little flat cut out shapes and stamps of smiley faces on a paper
8) What might be some pro's and con's associated with using these tokens?james is learning that when he does good at school he gets these shapes and stamps that he likes i really dont see a con except that maybe the teacher might give it to him to get the behavor that they want not for the behavor that they got
9) What is the delivery system? if he gets so many points in a day he get to choose from a treasure chest what he wants
10) What are some pro's and con's associated with the delivery system?
11) How are the tokens banked? the stamps on the sheet of paper from all of his teachers
12) What are the pro's and con's? none that i really could see
13) What are the back up reinforcers? it didnt go into that
14) How were the backup reinforcers chosen?
15) Are they effective reinforcers?
16) How do the students gain access to the reinforcers?
17) What are some of the outcome measures so the administrators know the system is effective? each teacher stamps the sheet of paper after every class if james is good
18) How effectively are the administrators teaching the students about the system? good
19) How effectively are the administrators teaching the parents about the system? good
20)How effectively have the administrators taught the other teacher about the system? all of the teachers are on board with this system because it works
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? no
22) What are some problems know to exist with token economies that might be a problem here? i really dont see any since it is done just with one child with autism
23) What are some questions you might have for the administrators about the system?none
24) What additional information might you want to know about the system? as i read about this syestem i found that it works James knows when he was good or bad and some times he has tried to draw in a smiley face or change a number to get more points but the attemps are ovious and he knows that he did it and when asked he says that he will try harder tomorrow.

25) Once you are done with your post make list of the terms and terminology you used in your post.

Token Economy:
http://www.firstgradefabulosity.blogspot.com/2012/02/class-economy-freebie.html

1) This program is about eliciting desired behaviors from first grade students. It's called the Class Economy Freebie.

2) A teacher from Pearland, Texas came up with the idea for her students one year when they were returning from break. It worked out so well, that she decided to continue using the token economy every year.

3) The behavioral classes they are trying to elicit are good behaviors and practices from the students. Some examples include staying on task and in their seat in the morning, turning in the science question with the detailed answer, helping a friend, showing respect, and working quietly.

4) Some other specific behaviors, other than the ones mentioned above, include being the "secret walker" in the hallway, making good decisions, solving their own problems, and earning a ticket in the cafeteria.

5) This system is based on reinforcement because the desired behaviors are rewarded with a plastic penny in the student's container. Every Friday, and when the student has saved up enough money, they can buy something from the class store.

6) It is positive because the teacher is adding the plastic penny to the student's container every time they emit a desired behavior.

7) The tokens in this system are the fake plastic pennies.

8) A con of this token is that it's very small, so it can be lost easily. Also, some students might take other students' tokens. A pro is that the tokens are educational, and are teaching the students how to count money, and the value of a dollar.

9) The delivery system is continuous reinforcement; the teacher is rewarding every desired behavior with a plastic penny in the students' container.

10) A con might be that the teacher might forget to give the student a penny if they are in the middle of a very important lesson. A pro is that the tokens are easy to carry around, so the teacher might always have some with her when she sees one of her students emitting a good behavior.

11) The students can save up enough money to "buy" any of the items in the class store every Friday. Pennies can also be exchanged for the same cent amounts of fake nickles and dimes.

12) The pros of this system are that it very simple to set up and use in any classroom. The cons are that students may be using the classroom as a discriminative stimulus, and not emitting those good behaviors at home.

13) The backup reinforcers are the primary reinforcers they want to purchase at the class store. Examples include: stickers, special pencils, homework pass, the treasure pass, and to be the teacher's helper for the day.

14) I think the back up reinforcers were chosen by what the teacher thinks the children will really want.

15) I think they are effective reinforcers because who wouldn't want a homework pass or to be the teacher's helper for a day? She did a great job in using what the kids wanted. I think there is something in there for everyone can enjoy.

16) The students gain access to the reinforcers by the teacher who uses them as rewards; she puts them in their containers with their names on them.

17) She can observe how the students react. She said that the first time she used it, she noticed a difference and it worked really well. She continues to use the system and it always yields good results.

18) I think that she has taught her students the system well. It is very easy and basic to understand.

19) It doesn't really talk about how the parents are involved in this example of the token economy. But I am sure it comes up during parent-teacher nights.

20) This system in particular was made up by the teacher and not the administrators, so this question I feel doesn't really apply. But I am sure she has discussed it with her superiors.

21) I think there is a possibility for it to happen, but it is unlikely because it is only implemented by one classroom and one teacher. So the experiment was very controlled.

22) Some problems might include people taking other peoples' tokens or some behaviors not getting rewarded.

23) What prizes have been the most popular with the students? Which were the least popular? What are some problems that have occurred during this system? Has anything surprised you while using this system?

24) Any additional information I would want to know would be answered by those questions. I would also be interested in a graph with a baseline so I could see the progress of the students.

25) Terms: baseline, behaviors, elicit, emit, positive, negative, discriminative stimulus, primary reinforcers, reinforcement, buy outs, token economy

http://www.educateautism.com/token-economy.html
1) What is this program?
One-to-One Token Economy with a five year old with autism.

2) How did it come about?
They wanted to increase the boys eye contact.

3) What are the behavioral classes they are trying to elicit?
Eye contact.

4) What would be some specific target behaviors they might want the children to emit?
Eye contact

5) Is this system based on reinforcement or punishment?
Reinforcement

6) Is it positive or negative?
Positive Reinforcement

7) What are the tokens used in this program?
The tokens used are laminated star stickers placed on a token board.

8) What might be some pro's and con's associated with using these tokens?
Pros: they are simple to make, they are hard to copy
Cons: the stars may not be appealing to the boy

9) What is the delivery system?
The delivery system is the stars are given as they are both sitting at a desk. For every ten start stickers earned, 90 seconds of free play time are rewarded. The boy has to give eye contact for three seconds are a time to earn a star.

10) What are some pro's and con's associated with the delivery system?
Pros: It is instant gratification, the child does not have to wait
Cons: The boy may be earning stickers too easily. Three seconds is not very long.

11) How are the tokens banked?
The tokens are banked on a token board in the classroom.

12) What are the pro's and con's?
Pros: The reward is visible to the boy
Cons: 10 Stickers may be too many to earn and seem like too harsh of a goal.

13) What are the back up reinforcers?
The backup reinforcers are 90 seconds of free play time with 10 stickers earned.

14) How were the backup reinforcers chosen?
The backup reinforcer was chosen, because the boy enjoys playing with whatever toy he wants.

15) Are they effective reinforcers?
Yes, the motivation is there for the boy because he likes to play with toys.

16) How do the students gain access to the reinforcers?
The boy has to give three seconds of eye contact to earn one star. Ten stars give ninety seconds of free play time.

17) What are some of the outcome measures so the administrators know the system is effective?
They can simply see how many stars the boy is earning through a certain amount of time.

18) How effectively are the administrators teaching the students about the system?
I think they eased into it with the boy because he has autism. I think he slowly realized that eye contact is what would get him a star and eventually play time.

19) How effectively are the administrators teaching the parents about the system?
I think the parents were fully aware of what was going on with their child. They were concerned with getting their child to involve more eye contact as well.

20)How effectively have the administrators taught the other teacher about the system?
There are only three teachers involved in this token economy and they are all on the same page.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
For this example, no.

22) What are some problems know to exist with token economies that might be a problem here?
The boy may be awarded too quickly. Three seconds is not very long to give eye contact. He may rack up stars fairly quickly and feel like it’s not hard enough.

23) What are some questions you might have for the administrators about the system?
Is three seconds a sufficient time to give eye contact for a five year old with autism?
Is 90 seconds a sufficient time to reward? Should it be longer?

24) What additional information might you want to know about the system?
What is the estimated outcome? How long do you think it will take for the boy to be sufficient at eye contact? Days? Weeks?

25) Once you are done with your post make list of the terms and terminology you used in your post.
Terms: Reinforcement, Positive Reinforcement, Tokens, Token Board, Backup Reinforcers

http://www.valutec.net/CardRegistration/CherryBerry/CardReg.aspx
1) What is this program? This program is called Berry Bonus Bucks. It is a program that gives one point per dollar spent at Cherry Berry. When you purchase your items at Cherry Berry you Swipe a card and each dollar you spend equals one point on your Berry Bonus Card. Once you receive 50 points on your card you can redeem five dollars off your yogurt purchase.
2) How did it come about? This came about the increase the behavior of purchasing more frozen yogurt at Cherry Berry.
3) What are the behavioral classes they are trying to elicit? They are trying to elicit purchasing behavior. They want customers to purchase more frozen yogurt at Cherry Berry.
4) What would be some specific target behaviors they might want the children to emit? They might want children to fill up their frozen yogurt bowls with more yogurt or toppings because the price varies by the oz.
5) Is this system based on reinforcement or punishment? The system is based on reinforcement.
6) Is it positive or negative? The system is based on positive reinforcement because they are adding a desirable stimulus by adding points to the card to receive five dollars off once you receive 50 points.
7) What are the tokens used in this program? The tokens used in this program are points, known as bonus bucks.
8) What might be some pro's and con's associated with using these tokens? Some pro’s to this system are you get points everytime you purchase yogurt there even though you would get yogurt anyways. Some cons may be you forget your card and do not receive the points.
9) What is the delivery system? The delivery system is a Berry Bonus Bucks Card.
10) What are some pro's and con's associated with the delivery system? Some pro’s are it is a small card you can just put on your key chain. Some cons may be you don’t have your card with you and you do not receive the points.
11) How are the tokens banked? The tokens are banked once you receive 5 0 points.
12) What are the pro's and con's? The pros are you get five dollars off once50 points are reached. The con is you have to spend fifty dollars before you can redeem the points.
13) What are the back up reinforcers? The back up reinforcers are five dollars off purchase.
14) How were the backup reinforcers chosen? The back up reinforcers are chosen by receiving 50 points.
15) Are they effective reinforcers? The reinforce is effective if you like frozen yogurt. Which I love!
16) How do the students gain access to the reinforcers? The customers gain access to the reinforcers by reciveing fifty points by spending fifty dollars, because for every dollar spent the receive a point on their card.
17) What are some of the outcome measures so the administrators know the system is effective?
Some of the outcome measures would be if the customer comes to Cherry Berry to purchase frozen yogurt more often.
18) How effectively are the administrators teaching the students about the system?
The administrators are effective teaching customers about the system because they tell employees to mention the system, the system is advertised in the store and on the Cherry Berry website.
19) How effectively are the administrators teaching the parents about the system?

The administrators are effective teaching customers about the system because they tell employees to mention the system, the system is advertised in the store and on the Cherry Berry website.
20)How effectively have the administrators taught the other teacher about the system?
The administrators are effective teaching customers about the system because they tell employees to mention the system, the system is advertised in the store and on the Cherry Berry website.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? There is a possibility no everyone might not have a complete buy in with this system because some people are lactose free and can’t eat frozen yogurt, some people do not get frozen yogurt often enough to receive 50 points, so it may not be worth it to them.
22) What are some problems known to exist with token economies that might be a problem here?
Some problems with this token economy may be a customer never registers their card online or forgets their card when they visit Cherry Berry to purchase frozen yogurt.
23) What are some questions you might have for the administrators about the system?
Do they ever have special promotions where customers can redeem points before getting 50 points?
24) What additional information might you want to know about the system?
Does this system bring in customers more often?

25) Terminology: Reinforcement, positive reinforcement, emit, elicit, behavior, desirable stimulus, reinforce, reinforcer, token economy

Url: https://play.google.com/store/apps/details?id=com.ludia.dragons&hl=en

1) The program is used in an online game called DreamWorks Dragons: Rise of Berk based off of the movie How to train a Dragon.

2) It came about as a way to make money and promote the movie.

3) The behavioral classes they are trying to elicit are completing the missions and playing the game.

4) Some specific target behaviors they might want the children to emit would be training certain dragons more, building Viking houses or structures, collecting wood or fish, upgrading facilities, removing rocks or trees, building bridges, and sometimes sending Toothless to search specific areas.

5) This system is based on reinforcement.

6) It is positive.

7) The tokens used in this program are coins called Runes.

8) What might be some pro's and con's associated with using these tokens?

a. Pros: easily dispensed, hard to reproduce, can’t be stolen or lost

b. Cons: They are hard to obtain but highly desired to progress faster in the game

9) The delivery system is an electronic administrator program in the game.

10) What are some pro's and con's associated with the delivery system?

a. Pros: immediate, correct, consistent delivery

b. Cons: they can be bought with actual money

11) The tokens banked through the game. There is an icon showing how much you have and where you can spend them.

12) What are the pro's and con's?

a. Pros: Keeps you updated, its accurate

b. Cons: none

13) The backup reinforcers are receiving dragon eggs more often, being able to buy resources like wood and fish, buying dragon eggs, speeding up training and build times, and buying special add-on programs or options. They are essentially privileges and resources that allow you to progress through the game faster.

14) The backup reinforcers were chosen based on what would motivate players more. Winning the game and earning new items is motivating when playing any game, and only enhanced more by making it easier and faster to do so.

15) They are effective reinforcers because they increase the use of the game by making the game easier and faster to progress through.

16) You can gain access to the reinforcers by selecting those options when playing the game and spending the runes on them.

17) Some outcome measures so the administrators know the system is effective would be the level that dragons are trained to, the level of the townhall, and the level of toothless. All of these things indicate that the player is playing the game and progressing.

18) How effectively are the administrators teaching the students about the system?

a. The game explains the token economy through a tutorial.

19) How effectively are the administrators teaching the parents about the system?

a. The game is described in the description, and also notifies them that the tokens (runes) can be bought with real money.

20) How effectively have the administrators taught the other teacher about the system? N/A

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?

a. Yes because some players may not want to put forth the effort to earn the runes and just cheat by buying them with real money.

22) What are some problems known to exist with token economies that might be a problem here?

a. Behavior deteriorates after fading. The reinforcement schedule jumps from continuous to variable and the backup reinforcers are priced to high. This makes it hard to receive substantial amounts of runes by just playing the game and completing missions. This causes players to cheat and just buy runes.

23) What are some questions you might have for the administrators about the system?

a. How do they determine when they reward with tokens and how they determine how many tokens each action is worth?

24) What additional information might you want to know about the system? See question #23

25) Terms and terminology: Token economy, elicit, emit, target behavior, behavioral class, positive reinforcement, continuous schedule of reinforcement, varaible schedule of reinforcement, backup reinforcers

Token economy.
1) What is this program?
This program is used in classrooms. The teachers a chart the target behaviors with a checklist. If the student successfully completed all items for the day, the teacher write his or her signatures (initials) on the chart for the day. The student must receive four out of five initials in order to receive a homework pass.
2) How did it come about?
The items on the checklist are items that the students will need for math class. The reason why this came about is because the students would forget to bring these items to class. This behavior ultimately disrupting their ability to focus and successfully complete the tasks at hand.
3) What are the behavioral classes they are trying to elicit?
With this token economy they are attempting to elicit the students to emit responsible classroom behaviors.
4) What would be some specific target behaviors they might want the children to emit?
A couple specific target behaviors they would want the children to emit are bringing a pencil with an eraser, bringing the math book, paper, and a calculator.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement because the token economy will increase the likelihood of the target behaviors occurring.
6) Is it positive or negative?
This token economy would be considered positive, it adds on something favorable, a homework pass.
7) What are the tokens used in this program?
The token in this program is simply a checkmark on each individualized chart.
8) What might be some pro's and con's associated with using these tokens?
Pros – its simple and does not take a lot of money or time to produce.
Cons – the children may lose their chart or attempt to manipulate/argue with the teacher if their charts were not accurately kept track of. They also may learn to forge the teacher’s signature.
9) What is the delivery system?
This token economy would be considered fixed ratio delivery of reinforcement. If the student is able to successfully complete at least 4 out of 5 days, they are always reinforced with a homework pass.
10) What are some pro's and con's associated with the delivery system?
Pros – it is very consistent and does allow room for error without completely eliminating the student from the reinforcer.
Cons – what if a child is sick or not in attendance for school that week? How will that be resolved?
11) How are the tokens banked?
The children keep track of their responsibility on a chart. If they successfully bring all items to class, the teacher will sign for that day. If they receive at least four out of five signatures for the week, they are reinforced.
12) What are the pro's and con's?
Pros – the students are beginning to learn a new habit that will be carried with them throughout life.
Cons – having the teacher walk around making sure each student has all their items will take time away from the actual lesson at hand. But I also understand that the teacher cannot successfully teach all students if all the students are not prepared.
13) What are the back up reinforcers?
There is a daily reinforcer of just getting the teacher’s signature for the day. The backup reinforcer is earning a homework pass.
14) How were the backup reinforcers chosen?
It seems pretty obvious, math homework is not many people’s idea of fun. If the students emitting responsibility behaviors and were the best students they could be throughout the week, they were “cut some slack” and given a break from homework.
15) Are they effective reinforcers?
I would like to think this reinforcer would be very effective. If this token economy was put in to place when I was in middle and high school I definitely would have taken advantage of the opportunity.
16) How do the students gain access to the reinforcers?
They need to come to class with all items on the checklist, and receive the teacher’s signature.
17) What are some of the outcome measures so the administrators know the system is effective?
They could collect the charts weekly and compare the previous weeks to the current weeks. It’s pretty simple to observe, either the children are not bringing the items or they are.
18) How effectively are the administrators teaching the students about the system?
This token economy is pretty simple with only one reinforcer. It allows the teachers to clearly lay out their expectations and the students can effective respond to their requests.
19) How effectively are the administrators teaching the parents about the system?
There was no information about the administrators communicating with the parents of the students. I would imagine they would contact the parents if a problem would arise such as a student does not have a calculator.
20) How effectively have the administrators taught the other teacher about the system?
From the sounds of this example, they are strictly eliciting these behaviors in math class. If it proves to be effective, other teachers in other subjects may also implement a token economy of their own, with different target behaviors and reinforcements.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
I could see how someone would critize the choice of reinforcement. Many teachers and parents see homework as a necessity to learning. Students see it strictly as something aversive they are required to do for a good grade. Someone people may not be in the same boat of thinking on this one, but if it proves to be successful, why not!
22) What are some problems know to exist with token economies that might be a problem here?
The students could play the system. The teachers may not follow through and remain consistent throughout the reinforcing phase.
23) What are some questions you might have for the administrators about the system?
What happens if a student is absent from class for one or more days?
24) What additional information might you want to know about the system?
I think it is pretty simple and self-explanatory as far as the system itself.
25) Terminology: target behaviors, emit, elicit, reinforcement, positive reinforcement, aversive, schedule of reinforcement, fixed ratio, target behavior, token economy.
URL: http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/

http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/
(Example #1)

1. This is a token economy that is meant to help younger children with their behavior during the school days of the week.

2. It would come about if a teacher needs to get the children to behavior and does not want to punish the class.

3. They are trying to elicit good behavior out of the children.

4. A few target behaviors that could be the focus would be walking quietly in the hallways, everyone does their homework.

5. This is based on reinforcement not punishment because they are given tokens for doing positive behaviors.

6. It is most defiantly positive reinforcement not negative reinforcement because the children are given something that buys them a pleasurable activity (pop-sickle part).

7. The token used is a marker on a chart so the class can see how they are doing on the public chart.

8.Pro's is that it teaches the kids to work together a con may be that the kids may try to "self correct" any trouble makers, such as assaulting them to correct them because they want that pop-sickle party.

9.The delivery system is through the teacher moving the marker on the chart.

10. A pro is that the teacher will make sure that the reinforcement is applied consistently but a con could be that the teacher may not see everyone being good.

11. The token is kept on the class wide chart.

12.A pro of this is that it is very public and everyone can keep track of their progress. A con is that if they do poorly then they are all reminded of it everyday all day and this may make them sad or less productive.

13. The back-up reinforcer is the pop-sickle party.

14. there is only one back-up reinforcer.

15.It is probably a great reinforcer for younger kids such as elementary students.

16. They get access to the back-up reinforcer through being good but as a class then they move up the ladder till they reach champion. If they get champion 3 out of 4 weeks then they get a pop-sickle party.

17.How often the students receive the pop-sickle party.

18. It is an easy system so it should not be to hard to explain to the students.

19. The parents would be very easily informed about this system and the rewards that come along with that system.

20.The teacher implements the program so they should be very informed about the program.

21.Some kids or parents may not think that they should eat pop sickles or the kids may not like Popsicle.

22. Some kids may try to move the marker with out the teacher's knowledge or you may get kids that just want to ruin the chances of others getting the reward so they act bad.

23. What are the back ups if a student is allergic to pop-sickles. What if a parent dose not want a kid eating that sugar as a reward.

24. Will there be a back up to the public chart?

25. Terms used- token economy, punish, elicit, target behaviors, behavior, positive, positive reinforcement, negative reinforcement, pleasurable, token, delivery system, back-up reinforcer

1) This program is a system in which Starbucks customers can earn “stars” which are tokens, buy purchasing something at starbucks with select cards and they can use these stars for multiple types of food and drink rewards. The stars are reinforcing can can encourage people to buy things at starbucks.
2) This information did not point out how the program was invented or came about, but it was likely an idea from starbucks to get customers to buy more from starbucks and to use Starbucks payment cards, as well as the other cards that are accepted to earn stars.
3) They are trying to elicit the behavior class of buying anything from starbucks, whether that is any type of food or drink.
4) They would want customers to emit target behaviors of buying coffee, cookies, pastries, and they want customers to do this repeatedly in order to gain the reinforcing stars.
5)This system is based on reinforcement because the stars can encourage customers and increase the likelihood that their buying behavior will occur again in the future. The stars can increase the frequency of the customers buying behavior.
6) The reinforcement used is positive because the consequence involves the addition of something desirable (the stars which can lead to more rewards), and that makes it positive.
7) The tokens in this program are stars, which are kept on an account that starbucks card owners have and this is monitored electronically.
8) The fact that the tokens are electronically monitored can mean people might easily lose track of how many they have. Also, people might prefer to have a token that is tangible because it seems more “real” and present. Those are cons associated with these tokens. Some pros are: you can’t actually lose tokens that are electronically monitored, it is easy to count the stars when they are online and automatically counted, and customers cannot cheat or make up the amount of stars that they have when it is online.
9) The stars seem to be automatically delivered to a person’s account whenever they make a purchase using their starbucks card. They are delivered instantly into the customer’s account.
10) Pros of the delivery system are: The customers do not have to wait to receive their tokens, and they don’t have to worry about having space to carry the tokens around. One con of the system is the fact that starbucks employees could accidentally hit an incorrect computer key and give the person the wrong amount of stars. This would cause a person’s account to be inaccurate.
11) The tokens are stored in accounts in a computer system and technically they are stored on the information on a person’s starbucks payment card. This means they do not physically take up space, but they are store electronically.
12) The pros of this system are: The stars do not take up space, and they are easy to withdraw and use from the banking system. The cons of this system are the facts that some people would prefer tangible reinforcement, and being able to store away the stars and have to save them because of inconvenient access. However, the access to the stars is convenient with this banking system being used.
13) The back up reinforcers for this token economy are the free food and drink rewards that people can gain from collecting stars with purchases. The stars are the first reinforcers and encouragers, but they can be redeemed for prizes which are the true reinforcers that people are striving for when they are collecting stars.
14) The food and drink rewards that people can obtain with this token economy were likely chosen because the people who invented the rewards system must’ve realized that people like free things, and if they are already purchasing the food and drinks, then people would enjoy having those same things for free as a reward.
15) The reinforcers are likely effective because there is no harm in people gaining free things, because they would enjoy getting free things. The reinforcers can be considered effective if they are desirable and people are found to enjoy the free rewards. They are reinforcing if they increase the likelihood that people will buy things from starbucks in order to gain rewards.
16) The customers do not actually need to gain access to the stars, but instead they can check online how many they have, and use them at starbucks by redeeming them with the cashiers. The only time they need to “check on” or access the stars is when they are checking their balance to see how many stars they have obtained.
17) The administrators of the system could check to see if the system is effective by checking all of the accounts to see how many stars people have in their accounts, and they could check electronically to see how many stars have been redeemed for free rewards. They could also check to see if the amount of purchases have risen at all starbucks since the new star program has started. If it has risen, then the stars can be considered effective reinforcements.
18) If many customers have star cards and are collecting stars, it is likely that the customers have been taught well about the system by starbucks. All of the necessary information is on the URL listed below, and the information for customers can be taught to customers at actual starbucks stores, as well.
19) This question does not apply to this situation.
20) Starbucks seems to have taught starbucks employees well about this system, because the employees have been able to implement it at the Starbucks stores, and customers have been able to give the employees their Starbucks cards as payments. The employees have been able to redeem the customers’ cards for rewards and use the stars in the way that they were intended to be used, and that shows that the company has taught the employees well.
21) Yes, some customers might not buy into the system, and they might not like that it is meant to get them to buy more from Starbucks. Also, customers might prefer to pay with cash or a credit card rather than obtaining one of the cards that is accepted and can be used in order to receive the star tokens. Some customers might simply not be interested in being reinforced for buying anything from Starbucks. Employees must buy into the system by giving people stars when they make purchases with their starbucks card, but they don’t have to elicit a certain behavior or try to persuade people to obtain a Starbucks card or try to gain stars.
22) Sometimes in a token economy people might give up on their goal and stop emitting the behavior that is reinforced. For example, in this situation a customer might get tired of trying to obtain stars, because they haven’t been able to use the stars for any free rewards yet. This could cause them to give up completely and stop paying attention to their stars account. Also, a person could give their Starbucks card to multiple friends to get coffee, and they might get to collect a ridiculous amount of stars themselves, even though they did not earn all of the stars themselves. However, that would not be illegal, and technically they would still be making the purchases that are being reinforced.
23) I would ask the administrators if they are able to see how many stars each customer has? I would also ask them if they are able to determine which Starbucks location gives out the most stars and gives people the most rewards?
24) I would like to know who came up with the clever idea of calling the tokens “stars?” I would also want to know information about how the stars token economy has affected business. I wonder if business has increased significantly since the token economy started. Are the advertisements for the stars program stimulating to customers and making customers interested in using the stars tokens?
25) Terminology: elicit, emit, stimulating, positive reinforcement, target behavior, consequences, reinforcement, pros and cons, banking system, delivery system, back up reinforcers, redeem, token economy, frequency, likelihood, behavior classes.
http://www.starbucks.com/card/rewards

1) What is this program?
I decided to do the Starbucks star reward system. A lot of my friends are a part of it and talk about it all the time. For every purchase you make at Starbucks, you earn a star. After you accumulate a certain number of stars you get rewarded with food or drinks.

2) How did it come about?
The website did not specify on how this program came about. It is probably so that customers have an incentive to buy more at Starbucks and then get rewarded eventually.

3) What are the behavioral classes they are trying to elicit?
They are trying to elicit their customers to buy at their store. They want them to buy more food and drinks there.

4) What would be some specific target behaviors they might want the children to emit?
Starbucks wants their customers to emit behaviors of buying lattes, cookies, sandwiches, pastries. They want their customers to keep doing this in order to gain the reinforcing stars that benefit the customer.

5) Is this system based on reinforcement or punishment?
This system is definitely based upon reinforcement because the stars encourage the customers to come back and buy more of their products in order to receive a reward later. The stars increase the frequency of the customers buying the behavior.

6) Is it positive or negative?
This is an example of positive reinforcement. The consequence involves the addition of something desirable for the customer, which are the gold stars. The gold stars make the customers feel good and makes them want to earn more of them.

7) What are the tokens used in this program?
The tokens used are gold stars. The Starbucks customers have all of this information available to them on their cards which are electronically monitored.

8) What might be some pro's and con's associated with using these tokens?
Pros: Another pro would be that you can’t get them stolen/lost. The Starbucks employees can access your card electronically any time. Customers also cannot cheat about how many stars they have or try to replicate them.
Cons: Since these gold stars are only electronically monitored you may lose track of how many stars you have accumulated. A lot of people prefer tangible tokens. It makes them feel better about themselves and they are real and you can actually keep them in your possession.

9) What is the delivery system?
The delivery system is the stars being added automatically onto your Starbucks account every time they make a purchase with their card. Delivery is instantaneous.

10) What are some pro's and con's associated with the delivery system?
Pro: the customers don’t have to fumble around looking for their stars. Since they are automatically on their card is creates less of a hassle. The customers also do not have to wait to get their tokens, it is done automatically.
Cons: One big con I noticed was that sometimes Starbucks employees get really busy and are prone to make a mistake. They may accidentally hit a wrong button and give someone a wrong amount of stars. They may also accidentally delete their stars.

11) How are the tokens banked?
The gold stars are stored in each customer’s account in the Starbucks computer system. Your card is linked to your account. Everything is done electronically.

12) What are the pro's and con's?
Pros: very easy to use this system. All they have to do is pull it up on the computer and check their account. They fact they are not tangible is a plus.
Cons: Some people take pride in having a tangible “prize.” They like to show it off and just keep them stored in a safe place. A lot of the times people lose things, so I think this electronic system is very ideal.

13) What are the back up reinforcers?
The backup reinforcers are free food and drink rewards. You can choose from dozens of lattes, coffees, pastries, sandwiches, and more! The stars are the first reinforcers, but you can use these stars to redeem your delicious prize!

14) How were the backup reinforcers chosen?
The backup reinforcers were chosen because they realized that Starbucks is a popular chain in America and thousands of people go there daily. Since their demand for products is so high they realized that customers would love the reward of getting a free drink/food item of their choice. Since the customers are loyal to their firm, why not reward them for it?

15) Are they effective reinforcers?
Yes they are very effective reinforcers. There is nothing that you can lose from gaining a free food item or a free drink. The rewards are definitely desirable and people love free rewards. These reinforcers are effective because they increase the likelihood that their customers will come back for more.

16) How do the students gain access to the reinforcers?
They gain access to the reinforcers by purchasing food/drinks at Starbucks. The customers can check online and see how many stars they have accumulated. They then go to a Starbucks and put them to good use by checking their balance with an employee.

17) What are some of the outcome measures so the administrators know the system is effective?
The administrators have access to all of this information online. They can check and see how many stars each customer has accumulated. They could also check and see how many stars have been redeemed for a free drink/food item. Since this is all online it is very easy to access.

18) How effectively are the administrators teaching the students about the system?
I think they are very effective at teaching their customers about it. Everything about the system is on their website and it’s very easy to follow. I have also heard from a lot of my friends how great of a system it is. They are obviously doing a good job of spreading the word! They also make it very convenient so you can join from your phone.

19) How effectively are the administrators teaching the parents about the system?
This system is directed towards everybody, not just parents.

20) How effectively have the administrators taught the other teacher about the system?
Starbucks has definitely done a good job with teaching their employees about it. The employees are very well educated on this system and know how to access it electronically. They have implemented this system all across America. They employees have been able to redeem the customers stars for rewards, which shows they know what they are doing.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes it is possible. A lot of people do not like the products they sell. I have some friends who do not like Starbucks coffee and never go there. This system probably would not be seen as desirable in their eyes. Also, some customers prefer to use cash when they pay, so they would not like the idea of using a card to pay for things and get rewards.

22) What are some problems known to exist with token economies that might be a problem here?
A problem that I see is the fact that a customer might use their card and give it to their friends to gain points for them. That would be a way to cheat the system. They could then gather the rewards without earning them. Also, a lot of the times people get sick of token economies like this. It may take them months before they actually obtain a reward from this system. For example, when I had a Panchero’s punch card, it took me probably a year before I got a free burrito. I eventually lost interest in this.

23) What are some questions you might have for the administrators about the system?
Is there a time limit on when you can use your stars? Also, I was wondering if there is a way to see what Starbucks location in America is the most popular and gets stars most often. Lastly, I was wondering how long it takes roughly to actually get a reward.

24) What additional information might you want to know about the system?
I would like to know how they came up with this system and who organized it all. I would also like to know if it was difficult to come up with the software they use to keep track of all the stars. I would also want to know if this system had a big impact on their business.

25) Terms:
Elicit, behavior, positive reinforcement, emit, reinforcers, token economy, reward, punishment, consequence, delivery system, behavioral class, redeem, frequency, backup reinforcers, banking system, pros and cons, reward system, desirable.

http://www.starbucks.com/card/rewards

1) What is this program? The program I found is a ticket system used in a second grade classroom. When students elicit behaviors that are encouraged, they receive a ticket. If they are acting out or behaving poorly, one of their tickets may be removed. Each student starts with five tickets. Every Friday, students trade tickets in for coupons if they wish to. These coupons include candy coupons, line leader coupon, show and tell coupon, extra recess coupon, etc. Some coupons require more tickets than others. Students can save up their coupons throughout the weeks and wait to use them all on a certain Friday if they want a bigger prize.

2) How did it come about? This came about when her previous token economy was not effective anymore. Before, she only gave coupons for good behavior and then at the end of the week, a student could choose a prize from the treasure box. Students were getting bored of this and the reinforcers were no longer working. She implemented a system of punishment as well as reinforcement, and brought in new reinforcers.

3) What are the behavioral classes they are trying to elicit? It is not very specific as to what behaviors lead to getting tickets. All it says is that good behaviors lead to getting tickets. Good behavior is going to be rewarded with tickets and bad behavior could lead to removal of tickets. I am assuming this means behavioral classes like respect, responsibility, preparedness, and kindness.

4) What would be some specific target behaviors they might want the students to emit? Some specific target behaviors are being respectful when the teacher is talking, being kind to other students, picking up after yourself, being prepared for class, etc.

5) Is this system based on reinforcement or punishment? This system started out as purely a reinforcement system, but now it is reinforcement and punishment. When students emit good behavior, they are rewarded with a ticket. When they collect the tickets, they can turn it in for a coupon that allows them to do something desirable. However, if they have bad behavior, a ticket can be taken away, which means it will take them longer to get a desirable item. It is aversive to take away a ticket, so it makes it less likely that they will do the bad behavior again.

6) Is it positive or negative?
It is positive reinforcement because it involves receiving a prize for good behavior. A prize is given to them, which will reinforce them to continue to behave well in the future. However, it can also be negative punishment. Something is being taken away from them when they act poorly. Tickets are being removed from the children when they act out.

7) What are the tokens used in this program? The tokens in this program are “behavior tickets”.

8) What might be some pro's and con's associated with using these tokens? Some pros are that students can visibly and tangibly see the progress they are making. By collecting the coupons, they can see that they are behaving well and will want to continue to collect coupons. As their collection builds, they may develop a sense of accomplishment. Some cons are that tickets can be stolen, lost, or students could start to sell them. A student might find some and throw them away, rip them up, or take them for themselves. It would be hard to keep track of whose tickets are truly whose.

9) What is the delivery system? The teacher delivers a ticket to a student after they do a good behavior. If a student behaves poorly, she may take a ticket away from them.

10) What are some pro's and con's associated with the delivery system? The pros are that the students will feel proud of themselves when the teacher gives them a ticket. If others witness them getting a ticket, they will also want to get tickets. Since the teacher is handing the tickets to the children, she will probably have a rough idea of how many tickets each student receives. This will help her notice if a child who behaves poorly randomly shows up with hundreds of tickets. She will know that they may have stolen them. Some cons are that the teacher might miss good behaviors students emit, and those students will be discouraged that they did not receive tickets. Also, a teacher’s mood could affect the passing out or taking back of tickets.

11) How are the tokens banked? A different amount of tickets are needed for different coupons. For example, ten tickets are needed for a Fluffy Friend Coupon, but 45 tickets are needed for an Extra Recess Coupon. The more desirable coupons are worth more tickets, so more good behavior is required.

12) What are the pro's and con's? The pros of this system are that students are encouraged to get as many coupons as possible. This means that students will strive to do multiple good behaviors. The cons are that students may misplace their tickets, which would be very upsetting to them. Also, students may not like some of the coupons for the amount of tickets they have, so they will lose motivation to get tickets.

13) What are the back up reinforcers? The backup reinforcers are things like line leader coupons, show and tell coupon, silly hat coupon, no shoes coupon, sonic slush coupon, teachers helper coupon, lunch date coupon, special place coupon, etc.

14) How were the backup reinforcers chosen? These were chosen by the teacher because they are inexpensive ways to engage the students. The coupons allow children to do certain things they do not normally get to do during a school day, but they would like to do. They are desirable for children in elementary school.

15) Are they effective reinforcers? These are definitely effective reinforcers. These are desirable for children in elementary school. I would have liked most of these reinforcers when I was in grade school. They will definitely motivate them to emit good behaviors.

16) How do the students gain access to the reinforcers? They gain access to the reinforcers by emitting good behaviors that please the teacher! They lose access to the reinforcers by emitting bad behaviors.

17) What are some of the outcome measures so the administrators know the system is effective? Administrators know the system is effective if kids are getting engaged in the program. If kids seem excited about receiving tickets, then the system is working.

18) How effectively are the administrators teaching the students about the system? I think the students are effective in teaching the students about the system. They had a similar system before, and she has made a few improvements. She is good at explaining things thoroughly and the rules are quite clear.

19) How effectively are the administrators teaching the parents about the system? Parents are being informed thoroughly about the system. The teacher runs a blog that outlines the system and the rewards that are included. This blog is available for the parents to read and leave comments with questions or concerns.

20)How effectively have the administrators taught the other teacher about the system? It is not listed whether this teacher has taught the other teachers about the system. Since the blog is available for everyone to read, I am sure the other teachers will be informed on what she is doing. This system is only for one classroom, not the whole school.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? There is this possibility, of course! If other teachers do not support it, kids might decide that it is not cool. Again, if parents don’t support it, kids will be influenced by this. If one kid decides that it is not cool, others may follow and not be influenced by the tickets.

22) What are some problems known to exist with token economies that might be a problem here? Some problems that may exist are cheating the system. Kids may duplicate tickets, trade tickets, find tickets the teacher had in her desk, etc. This is definitely something the teacher needs to take into consideration.

23) What are some questions you might have for the administrators about the system? Some questions I might have for the administrators would be if other classes are also doing the behavior tickets. Are other teachers doing other token economies that work more efficiently? Have the teachers noticed behavioral changes?

24) What additional information might you want to know about the system? Additional information I would like to know is what prizes she had in the treasure box when it did not go over well at the beginning of the year. I would also like to know what the students think of the new tickets for behavior. I would like to know their opinions on the punishment aspect of this system.

25) Terms: elicit, behaviors, token economy, reinforcers, punishment, reinforcement, behavioral classes, rewards, target behaviors, emit, aversive, positive reinforcement, negative punishment, delivery system, backup reinforcers, desirable

http://diaryofasecondgradeteacher.wordpress.com/2012/04/25/tickets-for-behavior/

URL: https://grewards.gordmans.com/

1) What is this program?
The program is called gRewards. The rewards program is a token economy through the retail store of Gordmans. The store is rewarding their customers for emitting the behavior of spending so much money by sending them coupons.

2) How did it come about?
The token economy came about in order to elicit more business and increase their sales and customer loyalty.

3) What are the behavioral classes they are trying to elicit?
The behavioral classes that Gordmans is trying to elicit is increased revenue flow and increased customer loyalty.

4) What would be some specific target behaviors they might want the children to emit?
Target behaviors that Gordmans would like emitted are customers spending more money in the store, customers returning to the store more often and their store revenue to increase.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.

6) Is it positive or negative?
This system is based on positive reinforcement of the customers.

7) What are the tokens used in this program?
The tokens that are used in this program are points that are put onto customer cards.

8) What might be some pro's and con's associated with using these tokens?
Some pros to this form of token is that because the points are put onto cards they are more difficult to lose. Another pro would be people would continuously buy merchandise from the store because they know that for every dollar they spend they receive points. Another pro would be that when a customer reaches 200 points Gordmans sends them a coupon therefore the customer does not need to keep track of the points themselves. A con to these tokens are that they are tangible.

9) What is the delivery system?
The delivery system at Gordmans is a card and when the customer spends $1 they receive a point on the card.

10) What are some pro's and con's associated with the delivery system?
A pro to this delivery system is customers are less likely to lose the card. Another pro is that the card keeps track of the points automatically therefore the customers do not need to bother with knowing how many points they have. A con to this system is that customers may forget that they have the card and unless the sales person asks them for it they may not use the card.

11) How are the tokens banked?
The tokens are banked once a customer earns 200 points on their card.

12) What are the pro's and con's?
The pros to this is that the customers are using a card and therefore their points on added up automatically and it makes it easier for customers to keep track. Another pro is that 200 points equals 200 dollars spent and that is increased revenue for the company. A con to this delivery system is that $200 is a lot of money for some people and it could take customers a long time to receive the benefits of the rewards card.

13) What are the backup reinforcers?
The back-up reinforcer is receiving a $10 reward for every 200 points.

14) How were the backup reinforcers chosen?
The back-up reinforcer was probably chosen because customers receive $10 free dollars to spend at the store.

15) Are they effective reinforcers?
I believe the $10 free dollars is an effective reinforcer because the customer feels like they are getting a good deal and the company makes more money.

16) How do the students gain access to the reinforcers?
The reinforcer is given to the customers when they earn 200 points on their cards for spending $200 dollars in the store.

17) What are some of the outcome measures so the administrators know the system is effective?
Gordmans can look at their sales revenue from month to month or year to year to determine if they have increased their sales. Gordmans can also look at how many $10 coupons they have mailed to determine how many customers are using the rewards cards and are spending enough money. Gordmans can also look at how many rewards cards are being used to determine if customers find the rewards system appealing.

18) How effectively are the administrators teaching the students about the system?
I believe that Gordmans is teaching their customers effectively about their token economy. Cashiers ask the customers if they have a rewards card and if they do not the cashier then further explains the program. Every cashier is told to follow this process and therefore if the customer buys something they will be told about the card.

19) How effectively are the administrators teaching the parents about the system?
Does not really apply to this token economy.

20) How effectively have the administrators taught the other teacher about the system?
I believe that Gordmans is teaching their employees about the token economy in an efficient way. Each cashier is taught to ask every customer about the rewards card and therefore all employees need to know that the card is and what its benefits are.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Customers may not buy into the system because spending $200 in one store can be a lot for some people and they may not seem the reinforcer as being reinforcing enough to spend that kind of money. The employees may also not care how much the company makes in revenue and therefore not ask every customer if they have a rewards card or if they are interested in one.

22) What are some problems known to exist with token economies that might be a problem here?
Customers may lose their card or their coupon that they have received in the mail. Also customers may have to take a long time to get the rewards and therefore forget about the program because they are not constantly using it. Another problem could be that employees take advantage of the system and find ways to give themselves points or their friends and families points.

23) What are some questions you might have for the administrators about the system?
I would ask management if they had a way to determine if employees were stealing points or giving away points. I would also ask management if they had a system in place where they could tell customers how many points they have at the store.

24) What additional information might you want to know about the system?
I would want to see data after one year of the program to see if the the rewards program was truly increasing sales revenue. I would also want to see if the program was working in other stores that had a similar program.

TERMS: token economy, reward, emit, behavior, elicit, behavioral class, target behaviors, positive reinforcement, token, delivery system, back-up reinforcer

http://www.barmuda.com/rewards/mobile/program_info.php
Answer the questions below using as many behavioral terms are you can.
1) What is this program?
This program is a rewards program through the Barmuda Company. Every time you spend money at any one of the Barmuda companies you get 5% cash back/points to go towards your next visit.
2) How did it come about?

It came about when Darin Beck got his business started and wanted more of the cedar valley to enjoy his companies and by giving rewards like this he can get the CV to stop in more.
3) What are the behavioral classes they are trying to elicit?

They are trying to get more of the cedar valley population to get out and enjoy the food that the companies have to offer. They are trying to elicit the behavior of customers spending more money at their companies.

4) What would be some specific target behaviors they might want the children to emit?

They would want you to purchase more food or drinks to make your bill go up, and with the bill increasing your point balance would then increase. So you would have more points, more points = more free money to spend.
5) Is this system based on reinforcement or punishment?

This would be reinforcement.
6) Is it positive or negative?
It would be considered positive reinforcement because if you are buying more product and getting more cash back then you are then in reality getting reinforced to buy more the next time. It also adds something desirable.
7) What are the tokens used in this program?
The tokens used in this program would be the points that are put on your card when you use it at your stop at 1 or more of the companies.

8) What might be some pro's and con's associated with using these tokens?

Pros: you receive more points/more money with higher bills
Cons: sometimes you forget to bring your card and/or forget to use it.

9) What is the delivery system?

The delivery system is when the points are placed on your card automatically when the card is swiped at the checkout with the server or bartender.
10) What are some pro's and con's associated with the delivery system?
Same pros and cons as when using them you can forget about your card or forget to use them so your points cannot be added automatically.

11) How are the tokens banked?

The tokens are banked on the card and with the system at corporate
12) What are the pro's and con's?

Pros: points cannot be lost
Cons: NONE
13) What are the back up reinforcers?
The back up reinforcers could be the free food or drinks that come along with the point system.

14) How were the backup reinforcers chosen?
They are chosen based upon what the customer likes and their preferences.
15) Are they effective reinforcers?
I believe that they would be effective reinforcers because they get the job done.

16) How do the students gain access to the reinforcers?
The customers can gain access to their points and their dollar amounts on the Barmuda Website. And can see and track their progress and see how much they have spent to receive their points.
17) What are some of the outcome measures so the administrators know the system is effective?
Corporate calculates and keeps track of every point and user that there is and can see the progress and how effective the program is.

18) How effectively are the administrators teaching the students about the system?
Corporate is effectively telling the companies about this program and then the companies begin to tell their employees about the program so we can then pass it down to the people who want to be apart of the program.

19) How effectively are the administrators teaching the parents about the system?
The administrators are effectively teaching the companies about the system because its working obviously, or corporate would have gotten rid of it a long time ago.

20)How effectively have the administrators taught the other teacher about the system?

Very effectively
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?

Yes there is a possibility that not everyone may have a complete buy in with the system, some people may think it is a fraud and that it is pointless.

22) What are some problems known to exist with token economies that might be a problem here?

Not all of the points may go through and sometimes they cannot be added to someones bill because it was not validated.

23) What are some questions you might have for the administrators about the system?

Can anyone get these cards even if they are under 18?

24) What additional information might you want to know about the system?
N/A
25) Once you are done with your post make list of the terms and terminology you used in your post.
Desirable, positive reinforcement, reinforcement, elicit, back up reinforcers,

Token economy.
Please find a good detailed example of a token economy on the internet.
List the url. - http://www.kwiktrip.com/Savings/Loyalty-Programs/Kwik-Rewards/
Answer the questions below using as many behavioral terms as you can.
1) What is this program? – This token economy program is called “Kwik Rewards” and you receive a “Kwik Card” that has rebate you receive for purchases made at Kwik Trip, Kwik Star, or Hearty Platter restaurant.
2) How did it come about? - This program came about because it was a way for Kwik Trip and Kwik Star to gain more customers and keep valued customers by creating a system that rewarded them for making purchases at their stores.
3) What are the behavioral classes they are trying to elicit? - The behavioral classes they are trying to elicit are buying items from their store.
4) What would be some specific target behaviors they might want the children to emit? – Specific target behaviors the want the customers to emit would be to buy gas at their store or buy convenience items at their store.
5) Is this system based on reinforcement or punishment? – This system is based on reinforcement.
6) Is it positive or negative? – The system is positive.
7) What are the tokens used in this program? – The tokens used in this program are Kwik Rewards gift certificate that you receive each January, April, July, and October.
8) What might be some pro's and con's associated with using these tokens? – One pro of using these tokens is that it is simple to keep in your wallet and is used just like a credit card when you visit their store; it would be pretty much impossible to counterfeit a Kwik Rewards card. One con of using these tokens is, unlike punch cards, you won’t know when your balance is used up so you would have to figure out the remaining balance by using it at the store.
9) What is the delivery system? – Every calendar quarter (April, July, October, January) a person gets a Kwik Rewards rebate certificate showing the refunds they’ve earned.
10) What are some pro's and con's associated with the delivery system? One of the pros of the delivery system is that you receive your own unique rewards card to your home; no one can counterfeit this token. One of the cons of the delivery system is that if you happen to lose your rewards card then you would have to wait until the next month that they are mailed out.
11) How are the tokens banked? – Once you get your “Kwik Card” application approved, you then get 3 cents rebate on every gallon of gas you purchase at their store. Additionally, you get 10% rebate on in-store eligible items you buy with your “Kwik Card”. Once you receive your certificate in the mail reflecting your funds, you can then use your rebate certificate at any Kwik Star, Kwik Trip, or Hearty Platter restaurant.
12) What are the pro's and con's? One of the pros of this is that a card is a convenient type of token; it can be kept in your wallet/purse and be used anytime and every time you visit on of the Kwik Star stores. One of the con’s is that if you forget your card/certificate when you make a quick stop at a Kwik Star, you will be unable to collect rebate for your card.
13) What are the back up reinforcers? - In place of redeeming your Kwik Rewards certificate(s), you can donate the money to your favorite organization, group or charity by choosing them to receive a donation check from Kwik Trip.
14) How were the backup reinforcers chosen? - The backup reinforcers - The Kwik Rewards Fundraising Program, was a way that Kwik Trip felt they could give back to the community. If people don't feel they have the need for their rewards, they can donate the money to charity.
15) Are they effective reinforcers? - I believe these are effective reinforcers because it isn't a large amount of money you are giving away if you do give it away. The "feel good" feeling you get when you donate to your favorite charity will be reinforcing enough for the customers.
16) How do the students gain access to the reinforcers? - They simply have to complete the "Kwik Rewards Fundraising" information at the bottom of the online Kwik Card application.
17) What are some of the outcome measures so the administrators know the system is effective? - The administrators could measure the amount of people who choose to donate their money to charity and how much each person donates to the charity to see if the system is effective.
18) How effectively are the administrators teaching the students about the system? - The administrators are teaching the customers about the system very well because the information on the main website can easily direct you to the page about Kwik Rewards.
19) How effectively are the administrators teaching the parents about the system? This system is allowed for students(customers) and parents both to use the system, so the administrators are teaching the parents about the system very well also because the information on the main website can easily direct you to the page about Kwik Rewards.
20)How effectively have the administrators taught the other teacher about the system? - The administrators have taught the other teachers (other systems doing this program) well because there are three locations that do the "Kwik Rewards" token economy - Kwik Star, Kwik Trip, and Hearty Platter restaurant.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? - That possibility does not exist with "Kwik Rewards". Everyone has the right to be apart of the "Kwik Rewards" program.
22) What are some problems know to exist with token economies that might be a problem here? - One problem of using this systems' tokens is, unlike punch cards, you won’t know when your balance is used up so you would have to figure out the remaining balance by using it at the store.
23) What are some questions you might have for the administrators about the system? - A potential question I might have for the administrators about the system would be "If you chose to donate your money instead of using it at the stores, does it have to be a local charity that you donate to?"
24) What additional information might you want to know about the system? - Additional information I might want to know about the system would be what the variety of in-eligible items is to use your Kwik Rewards on are in the store; it doesn't specify it on the website.
25) Once you are done with your post make list of the terms and terminology you used in your post.
Terminology used: Token economy, behavioral classes, elicit, target behavior, reinforcement, punishment, delivery system, emit, reinforcers, reward, backup reinforcers.

URL:
http://www.walgreens.com/topic/help/balance-rewards.jsp#Redemption

1) What is this program?
The program is Walgreens Balance Rewards.

2) How did it come about?
I assume that this came about as a way to encourage customers to purchase more items in the store and to keep a competitive edge on their competition.

3) What are the behavioral classes they are trying to elicit?
They behavioral class they are trying to elicit are purchasing behaviors at their store and online.

4) What would be some specific target behaviors they might want the customers to emit?
Some specific target behaviors they would want customers to emit would be signing up for Balance Rewards card, purchasing prescription drugs at the Walgreen's pharmacy and purchasing selected items that lead to more points in the store or online.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.

6) Is it positive or negative?
This is a form of positive reinforcement because when customers perform certain target behaviors, points are added to their balance.

7) What are the tokens used in this program?
The tokens used in this program are Balance Rewards points.

8) What might be some pro's and con's associated with using these tokens?
Pros: Very easy to access the "tokens" because all you do is have the cashier scan your card at check-out and if you lose your card, all you have to do is enter your phone number. Cons: These tokens are that they can interpreted as vague and only by going to the website can you see what the points are worth.

9) What is the delivery system?
Points are added to the Balance Rewards card every time that a purchase is made.

10) What are some pro's and con's associated with the delivery system?
Pros: Customers feel they are being rewarded with each purchase they make. Con: People may not be aware that they can only redeem their points once they have accumulated 5,000 points unless they read the Q&A on the website.

11) How are the tokens banked?
The tokens are banked electronically onto the Balance Rewards card.

12) Points are added to an account instantly. Cons: Sometimes technology can be glitchy and some points may not be added to a card.

13) What are the back up reinforcers?
The back up reinforcer is discounts on purchases in the store or online.

14) How were the backup reinforcers chosen?
The backup reinforcers were most likely chosen by Walgreens business administration.

15) Are they effective reinforcers?
Not able to tell from the website, but I have Walgreens Balance Rewards card and I keep going back to the store to get more points.

16) How do the customers gain access to the reinforcers?
Customers gain access to these reinforcers by purchasing select items at a Walgreens store. Once 5,000 points are accumulated, the customers receive discounts on purchases.

17) What are some of the outcome measures so the administrators know the system is effective?
An outcome measure for this is to see if an increase in Balance Rewards members is linked with an increase in sales.

18) How effectively are the administrators teaching the customers about the system?
The website is very good at answering any questions customers may have and cashiers seem to be always asking customers if they have a rewards card or if they would like one. It is advertised on TV a lot too.

19) How effectively are the administrators teaching the parents about the system?
N/A

20) How effectively have the administrators taught the other teacher about the system?
I think that administrators have effectively taught employees about the system because they always seem to be offering the rewards card to customers at checkout and the process of signing up for it seems to flow smoothly.

21) Is there the possibility of not everyone may not have complete buy in with the system?
There is a possibility because not everyone wants to take out the time to fill out their information in order to sign up for a card.

22) What are some problems know to exist with token economies that might be a problem here?
The main problem with this token economy is that customers are required to purchase items at their store in order to be reinforced with the tokens. Many customers may also not know how many points they have because not all of them are going to go online to check their balance.

23) What are some questions you might have for the administrators about the system?
Has it increased sales? Are the customers satisfied with this system? Have there been any problems of points disappearing due to glitches?

24) What additional information might you want to know about the system?
The Q&A provides very good information about the system, but I would like to know why this system came about and what the motives and ultimate goals of establishing this system were.

25) Terms: behavioral class, emit, target behavior, positive reinforcement, tokens, token economy, delivery system

www.educateautism.com/token-economy/large-scale-token-system.html#.U16SgVcvB8w
1) What is this program?
The program is a token economy for inpatient adolescents in a coeducational residential unit. These adolescents were institutionalized because their behaviors were defined as intolerable by the community, such as extreme aggression or highly disruptive. This token program interested me because I worked at four oaks and I could see the company implementing a program like this to help with the behaviors of the youth.
2) How did it come about?
They made this to help make the adolescents more prosocial and less disruptive in their behaviors.
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit more prosocial behavioral classes and decrease physically aggressive behaviors, property destruction, window breaking, and manipulative self-abuse.
4) What would be some specific target behaviors they might want the children to emit?
Specific target behaviors they want the adolescents to emit would be to help other adolescents with a task they are struggling with, or emit a lower frequency behavior of cutting their wrists or other activities that harm themselves in an attempt to get something out of this behavior.
5) Is this system based on reinforcement or punishment?
This is a system based on reinforcement because they are reinforcing increased frequency of prosocial behaviors and using differential reinforcement of other behavior (DRO) to reinforce behaviors that prosocial and ignore behaviors that are destructive. This is used to decrease the frequency of the behaviors that are termed aggressive or disruptive without punishing these behaviors.
However, there is a punishment system set aside for certain behaviors. One example given was the statement “I am going to beat you up” which would result in the teen getting a timeout procedure put in place. This seems to be implemented in the hope that it will both disrupt the behavior and punish it to reduce the frequency of this statement being said in the future.
There is also an aspect of punishment that is used if one of the teens engaged in verbal aggression toward another teen; 10 tokens/points are taken away for each verbal aggression.
6) Is it positive or negative?
This is a form of positive reinforcement, with the timeout procedure being either a way to disrupt or negative punishment of taking away the freedom for this time or positive punishment if you think of it as adding the aversive of sitting in the timeout location.
Negative punishment is used when points are taken away for verbal aggression.
7) What are the tokens used in this program?
The tokens used in this program are holes punched in their token card. Each punch represents one token or one point.
8) What might be some pros and cons associated with using these tokens?
Some pros of this system is that the token card is a very good representative way to keep track of how many tokens have been earned.
In contrast, this system has the cons of the ease with which it would be to forge tokens/points, the competition that may be elicited from this system and the potential costs that are associated with such competition, and the lack of generalizability that is necessary for these behaviors to be continue to be emitted when these teens get out of this institution.
9) What is the delivery system?
The delivery system is trading a certain amount of points for access to different activities that are set aside as reinforcers.
10) What are some pros and cons associated with the delivery system?
A pro of this system is that it appears that these are reinforcers that the teens would want access to. In addition, it does cost a different amount of tokens for higher level reinforcers.
A con of this is that if the cost of a reinforcer is set too high, it will lead to extinction of the behaviors required to earn tokens because the teen will be discouraged.
11) How are the tokens banked?
Tokens are banked by keeping track on the adolescents’ token card.
12) What are the pros and cons?
The pro of this system is that it is a very visual and easy to maintain system. However, a con to this is that it is also very easy to forge these tokens, which may become a problem if these are teens that are already accused of being bad kids.
13) What are the backup reinforcers?
One of the backup reinforcers is access to the lounge area which includes snacks/drinks, magazines, a jukebox, a pinball machine, etc. Another of the big backup reinforcers was a pass that could be purchased with tokens/points to go to the facility grounds or local town for activities such as bowling, skating, moves, staying out late on the weekend and dances.
14) How were the backup reinforcers chosen?
It is not stated how the backup reinforcers were chosen, but I assume that is was some combination of things that the adolescents already find reinforcing and may not have access to outside of this behavioral intervention.
15) Are they effective reinforcers?
They are only effective reinforcers if they succeed in increasing prosocial behavior or increasing the frequency of behaviors other than destructive/aggressive behaviors.
16) How do the students gain access to the reinforcers?
The teens gain access to the reinforcers by purchasing them with their tokens/points.
17) What are some of the outcome measures so the administrators know the system is effective?
Outcome measures used to test the effectiveness involved a counting of the number of incidents of window breaking, use of emergency mechanical restraints, adolescents restraint being used, number of adolescents being given psychotropic medications, and the number of teens being given meds to control their behavior on an as needed basis. This was recorded in a preprogram implementation phase to establish a baseline, during the program implementation, and in a maintenance or return to baseline.
18) How effectively are the administrators teaching the students about the system?
It appears that the administrators taught the students about the system rather effectively because the program resulted in drops in the occurrence of window breaking and the proportion of adolescents engaging in this behavior dropped, and in each of the other outcome measures. The results are quite impressive. The drops in these problematic behavior are in the 70% range for a few of the measures.
19) How effectively are the administrators teaching the parents about the system?
It is not clear how involved the parents are in the system due to the institutional setting of this program.
20) How effectively have the administrators taught the other teacher about the system?
It appears that the administrators taught the individuals in charge of monitoring the behavior quite effectively because it did result in significant drops in problematic behavior, which do not seem likely if the individuals reinforcing were not doing so effectively.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
It is very possible that not everyone completely bought in with the system, but based on the statistic that 64% of the adolescents (a majority) lowered the incidence of breaking windows by 58% in the implementation phase and 76% in the maintenance phase.
22) What are some problems known to exist with token economies that might be a problem here?
Some problems known to exist in token economies is the lack of generalizability of the behaviors that have been reinforced in these programs to be extinguished when they are no longer reinforced once outside of this setting. This problem can be remedied at least a little bit with a shift from using tokens such as the punches in their card to verbal praise which is more likely to occur in the greater outside world.
23) What are some questions you might have for the administrators about the system?
I would be interested to know how long this level of behavioral change was observed, if this system has been tested in other settings that they know of, and who was in charge of administering the tokens and how well/extensively they were trained.
24) What additional information might you want to know about the system?
I would be interested to know how the reinforcers were chosen, how the reinforcer costs were set, and if the tokens were accompanied by verbal praise and/or if they shifted to verbal praise.
Terms used in this post: elicit, behavioral classes, target behaviors, emit, reinforcement, reinforcing, differential reinforcement of the other behavior, reinforce, punishing, punishment, disrupt the behavior, punish, positive reinforcement, negative punishment, positive punishment, aversive, elicited, generalizability, emitted, reinforcers, extinction, backup reinforcers, behavioral intervention, outcome measures, baseline, return to baseline, reinforced, extinguished.

www.vsangelcard.com

1) Victoria’s Secret credit card angel reward’s
2) It probably came about while thinking about how to get people into the store to spend more money.
3) Behavioral classes emitted for the reward card are coming into the store, and making purchases.
4) The target behavior they want people to emit is spending money on their items.
5) This system is based on reinforcement
6) It is positive reinforcement.
7) A point.
8) Pros: It’s kept electronically, so it’s easy to keep track of, There’s promotional days/ circumstances when you get double or triple points for certain items Cons: Need a lot to get a ‘reward card’ , or gift card, Connected with a credit card, will expire if not used.
9) The delivery system is one point for every dollar spent.
10) Pro: easy to understand, easy to keep track of Con: unequal pricing- too many points for one reward
11) They are banked electronically tied to a credit card account.
12) Pros: You don’t have to keep track yourself, you can check periodically to see how many you’ve accumulated, no extra cards to carry since its attached to credit account Cons: You have to log on to check amount- store can’t tell you, cannot choose when to ‘cash out’ to save up.
13) Angel reward cards, or basically gift cards.
14) I’m unaware of how they were chosen.
15) Yes gift cards are very reinforcing. It feels like free money.
16) The cards are mailed to you.
17) An increase in sales among cardholders, an increase in accounts opening.
18) I assume it would be customers in this example, and they advertise everywhere, as well as try and talk you into one if you don’t already every time you go into the store.
19) n/a
20)I will say sales associates, and very well. They are very informative about the card and try and talk you into joining if you haven’t already.
21) Of course. People who aren’t overtaken by the sales pitch usually know that these rewards are dumb. Not saying I don’t love getting them, but I all the money you have to spend for a $15 reward is just not worth it.
22) behavior deteriorating, after realizing how much money you spend for the amount back, you may cut down your spending.
23) I don’t think I have any.
24) How much they pay out in rewards and free items compared to how much money they make a year.
25) behavioral classes, emitted, target behavior, reinforcement, positive reinforcement, banked, unequal pricing, behavior deteriorating, reinforcing, banked,

1. This token economy is called Scratch Cupcake Card. This card works at any of the four Scratch Cupcakery locations. It doubles as both a gift card and a loyalty program for customers. This is a free program to join. One point is put onto the card for every regular priced cupcake purchased. Once 50 points are earned, 5 dollars is put on the card to be used in the store.

2. This program came about because Scratch wanted to come up with a system that provided incentive to buy cupcakes and also a system that rewarded their loyal customers, those who buy cupcakes frequently.

3. The behavioral class this program is trying to elicit is the purchasing of Scratch cupcakes, regular sized or mini, of any kind.

4. The specific behavior that this program wants their customers to emit is to purchase cupcakes at any of their Scratch locations.

5. This system is based on reinforcement. It is reinforcement because the consequence received for emitting the behavior increases the likelihood the person will emit the behavior again.

6. This token economy is an example of positive reinforcement. It is positive because after emitting the behavior in the program, the person receives something they didn’t have before the behavior, either a point or money on the card. It is reinforcement because the consequence is found to be pleasurable; increasing the likelihood the behavior will be emitted again under the same antecedent.

7. The token used in this program is a point. Each time one regular cupcake is purchased, the customer receives one point. If the customer is purchasing mini cupcakes, they will receive 6 points per dozen.

8. A pro of this token is they are easy to keep track of, all of the tokens are in one place, on the card. Another pro of this token is they are cheap to produce; the only cost is a single card. These tokens are also very distinguishable, they can’t be replicated by anyone; they have to be put on the card through a system only in the stores, making this another pro. A con of this token is it is hard to visualize, instead of having fifty tickets or tokens to keep track of after every cupcake purchase, all of the points are kept in a single location of the card. Another con to this token system is these tokens can be easily lost, if the card is lost or damaged, then all of the points the customer has earned are lost. The fact that many businesses use rewards cards as tokens in their token economies for their customers is also a con of this token, it can get lost among the sea of other rewards cards.

9. The delivery system occurs at checkout at Scratch. After purchasing cupcakes, your card is scanned by the cashier at Scratch and then the amount of points is placed on the card that matches the amount of cupcakes purchased.

10. Pros of this delivery system is it is fair, each customer receives the same amount of points for the same reason, and it is simple and easy, just a swipe of the card at checkout. Another pro of this delivery system is it encourages the customer to buy in bulk, as they earn a point for each cupcake purchased. Finally, another pro of this delivery system is it is an example of continuous reinforcement; the customer is rewarded immediately after each time the behavior is emitted. A con of this delivery system is that it can be forgotten, if the customer forgets to bring their card when they go to the checkout or forget to present their card then they don’t receive the points. This con brings up another con of the delivery system, the points are in the hands of the customer; yes, the cashiers at Scratch do the actual swiping and giving of points, but it is the customer’s responsibility to get a card and bring the card for the points transaction to occur. Another con of this delivery system is it relies entirely on technology, if the software that puts the points on the card is down, than the whole program is down.

11. The tokens for this program are banked on the Cupcake Card. The card keeps track of how many points the customer has earned, it adds them on when it is swiped after a purchase and keeps track of the points until the amount of points needs to be accessed.

12. The pro of this banking system is that all of the points are kept in a compact, space efficient place, the card. Another pro is this banking system is done electronically, there is no paper and pencil tracking Scratch or the customer needs to do. This electronic banking leads to another pro of the system, easy maintenance; all it takes is a swipe of the card to update the bank. A con of this banking system is the banking system can easily be lost and destroyed, if the customer loses or damages the card. Another con of this banking system is there is nothing to back-up the bank, if the customer doesn’t think the card is right, there is nothing to say whether it is or not. Technology is also a con in this banking system, if the technology doesn’t work properly there is no other system to keep the program working efficiently. Another con of this banking system is there is no visual tracking of the points; the customer just has to take the word of the card.

13. The back-up reinforcers for this program is money on the card that can be spent on anything at any location of Scratch. Specifically, $5 is put back on the card after 50 points are earned.

14. These back-up reinforcers were chosen based on what customer’s like to receive for their loyalty to a company, which is saving money. Everyone likes to hear they are going to get a percentage off or an amount off of something, this drives people to buy more to get the discount. This seems to be a cultural phenomenon, so Scratch followed suit when deciding on back-up reinforcers.

15. These back-up reinforcers are effective because Scratch Cupcake Cards have been used in the Scratch stores for almost two years now. If the program would not have worked, if the reinforcers weren’t reinforcing enough, then Scratch would have dropped the program because it wouldn’t have been worth their time. I also know it is effective because I know several people who have the cards and use them each time they make a purchase at Scratch.

16. Customers gain access to these back-up reinforcers at checkout. When the customer gives the cashier their rewards card after paying for the cupcakes, the cashier swipes the card and if the purchase puts the customer over the 50 point mark, 5 dollars is put on the card and the count begins again, counting up to 50 where once again the customer can receive 5 dollars.

17. There are three main outcome measures to this program. The first is the amount of Scratch Cupcake Cards given to customers. The second is the amount of points distributed to customers. The third is the amount of money given away on the cards because the 50 point level was reached.

18. Scratch has done an effective job of teaching their customers how the reward system works. First, when the program was announced it was clearly announced on Facebook. Second, the explanation of the program is stated in their FAQ section on their website. Third, the workers at Scratch know how the program works and are able to answer questions for the customers. I do think they could improve upon their explanations by mentioning the program more on their social media and having a separate section on their website about the program.

19. Since this is not an example of an educational token economy, there isn’t necessarily a parent element in this program, but I do believe Scratch is doing an effective job of communicating how the program works to everyone, but I think they could do a better job of informing those who don’t already know about the program. It is easy to find information about the program if you already know about it, but difficult to find it if you have previously not heard anything about it.

20. Scratch is effectively teaching their employees about the reward system. When you visit a Scratch location, all their employees can help you set up your card, can give you the points at checkout, and can answers questions about the program for you. My roommate works at Scratch so when I was working on this assignment I asked her a couple clarifying questions about the program, proving the program is being well explained to the Scratch staff.

21. It is very possible not everyone buys into this program. I am sure there are many customers who don’t think the back-up reinforcer is worth a great enough amount of money, who don’t think they will ever buy enough cupcakes to earn the reinforcer, or who think the whole program is just a scam to get people to buy more cupcakes so they don’t’ participate. I am also sure there are many staff at Scratch who think the program wastes their time at work, who don’t see how the program benefits the customers or the business, or who think it only complicates the business rather than help the business.

22. One problem that could occur with this token economy is because it is an extra step in the purchase process, it can easily be forgotten and pushed aside by both Scratch and the customers. Another problem is the pricing of the reinforers may be too easy for some people, those that frequently purchase large orders, or too difficult for others, those that only by a couple cupcakes every once and awhile. Another problem that may occur with this token economy is people may earn their reinforcers, but then just keep the money on the card and never reuse it in the store. Finally, another problem that might occur with this token economy is that the reinforcers will no longer be reinforcing.

23. How did you decide on the amount of points needed to receive the back-up reinforcer? How did you decide the amount of money to give as the back-up reinforcer? How did you train you employees to work the program? How often do you tell your customers about the program? How successful has the program been in the last year in comparison to the first year? What type of feedback have you received from your customers about the program? What problems have occurred with the program in the last year? Do you think the program has increased profits?

24. How does the program work with large orders of cupcakes? Is there a backup way to keep track of customer points if the system crashes? Do the employees praise the customers in any way for using the reward program? Is there a bank in the store that keeps track of all the points of customers? How long does the customer have to use the 5 dollar back-up reinforcer?

25. token economy, behavioral class, elicit, reinforcement, consequence, emit, behavior, positive reinforcement, pleasurable, token, back-up reinforcer, reinforcer, outcome measure, continuous reinforcement, antecedent

http://media.swdealers.com/media/sizzler-extended
1)What is this program?
This is the Southwestern Advantage Sizzler Incentive trip
2) How did it come about?
This started as a way for the Southwestern Advantage company to reward the hard work of the students in their internship program. Students who do average or better are given this as an incentive.
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit hours worked, demos that are done, and better turn out for sales.
4) What would be some specific target behaviors they might want the children to emit?
They want them to see as many families as they can in order to make as many sales as possible. A target behavior is to see 30 families per day.
5) Is this system based on reinforcement or punishment?
This is a system based on reinforcement because this is rewarding the students with the trip if they reach the target goal but they are not taking anything away if they don't reach it.
6) Is it positive or negative?
This is a positive reinforcement token economy.
7) What are the tokens used in this program?
The tokens in this program are the units that students get throughout the summer that add up to receive the trip.
8) What might be some pro's and con's associated with using these tokens?
A pro is that it is easy to add up at the end of the summer. A con is going to be that throughout the summer a student might lie about their numbers which can cause the company to think that they made the trip when they didn’t.
9) What is the delivery system?
The delivery system is conducted at the checkout process at the end of the summer. If students have made the average profit for the year which is based on their units, then they will be rewarded the trip over Thanksgiving break.
10) What are some pro's and con's associated with the delivery system?
A pro is that they are able to have a decent head count for who is able to go on the trip. A con is that there are levels that determine if the trip is 100% free or if the student is going to have to pay for some of it. This just makes the headcount hard to determine since the students will decide if they want to pay for the trip.
11) How are the tokens banked?
They are banked during the checkout process. If the units add up to be enough then they will be able to decide if they want to come on the trip or if they want to pass on the opportunity. Once they have their total units for the summer, then they are able to deicide.
12) What are the pro's and con’s?
A pro is that this makes it cut and dry on if they will make it on the trip or not. A con is for the students who only made one of the first two levels, they will have to pay part of their way down for the trip. Paperwork and payments have to be worked out this way, so
13) What are the back up reinforcers?
The back up reinforcers are the other incentive trips that the company offers as a way for the summer to go by faster for the interns. They offer these as a way for the student to stay motivated and working toward the bigger picture which is the Sizzler trip. Another back up reinforcer is the level system. Even if the student doesn't make the entire trip free of charge, there is still a way for them to go on the trip. There is level 1 which is $300 paid for, level 2 which is $500 paid for, and level 3 which is full Sizzler and that is $1100 paid for.
14) How were the backup reinforcers chosen?
They were chosen by the sales managers based on their specific students that were working over the summer. Trips like Colorado, Florida, Kansas City were all options from this past summer. Also, the levels were chosen based off of how students did the previous year. Level 1 is getting 1500 units over the summer, level 2 is getting 1800 units over the summer and level 3 is getting 2500 units for the summer. These numbers change if the company goes through an up year or a down year but for the most part they stay within the same bounds.
15) Are they effective reinforcers?
I think that they are decently effective considering they are for college students who typically have little money to spend. This gives them the opportunity to travel at little to no cost and also involves making money in the long run too.
16) How do the students gain access to the reinforcers?
By making sales throughout the summer. The more sales they make the more they are qualified for at the end of the summer and throughout the summer. Another way they can win these things is by focusing on certain aspects of the job. For example, the contest of the week might be that they have to see 180 families over the entire work week, if they do that then they win the trip to Kansas City.
17) What are some of the outcome measures so the administrators know the system is effective?
There will be people who do well and reach the full level of Sizzler and don't pay for the trip and there will be others who don't make it on the trip at all. There needs to be a certain level of difficulty for this to be accomplished which is why it is such a good reinforcer. It keeps students motivated throughout the summer and they are able to tell if it is working based off of their recorded weekly numbers.
18) How effectively are the administrators teaching the students about the system?
This is a very talked about incentive so it seems that most if not all of the students know about this well before the summer even starts. The video shown above is shown as informational sessions at the very beginning of the interview process.
19) How effectively are the administrators teaching the parents about the system?
There are many opportunities before the summer for parents to get information about the summer and after the summer. However, the main concern is not informing the parents because these are college students that are doing the internship. Most of the time they will make their own decisions, and the parents are given the information to help answer their questions.
20)How effectively have the administrators taught the other teacher about the system?
There really aren't any teachers except the managers in charge of training the students. Usually the managers have been on the trip so they are able to speak from experience about the fun that goes on down there.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
This is very typical actually. Sales jobs are very up and down and there may be days when the numbers are just not happening. This can cause students and parents to be nervous about the likelihood of them reaching their goals and getting to go on the trip. Another reason that students might not buy in is because they might start the summer as very ambitious and motivated and start off not actually hitting their short term goals. When the entire summer is in front of you, it can be hard to see the benefits at the end.
22) What are some problems know to exist with token economies that might be a problem here?
One might be unequal pricing as far as the back up reinforcers are concerned. There might be a difference in the incentives throughout the summer hat vary based on the sales managers and how they reward their students. Some things might be more rewarding than others which can lead to an unequal amount of success or failure of the tokens. Another problem could be the deterioration of the ideal behavior after the incentive trip may become or seem out of reach. When you feel like there is not chance of reaching your goals, continuing at the same pace is difficult.
23) What are some questions you might have for the administrators about the system?
Can students who did not make any of the levels still pay to go on the incentive trip even though they did not win it? Is there a trade off in case the person cannot attend the original trip date?
24) What additional information might you want to know about the system?
Who decides where the trip is and what the dates are?

25) Once you are done with your post make list of the terms and terminology you used in your post.
Terms: unequal pricing, reinforcers, incentives, deterioration, behavior, token economies, backup reinforcers, positive reinforcement, elicit, target behavior, delivery system, banked

http://thecornerstoneforteachers.com/free-resources/behavior-management/token-system

1) What is this program? A former teachers self-described “Easiest Token System for Behavioral Management.” This program is intended for primary, or early education students.
2) How did it come about? The teacher needed a system that required minimal financing, and also a system that was easy and effective.
3) What are the behavioral classes they are trying to elicit? Listening, responsibility, good grades, efficiency, any behaviors that a teacher would choose to emphasize
4) What would be some specific target behaviors they might want the children to emit? Lining up quietly, raising a hand to be called on
5) Is this system based on reinforcement or punishment? This system is based on reinforcement and does not emphasize punishments in any way
6) Is it positive or negative? The reward system is positive reinforcement because access to special privileges is granted on a daily basis based on behaviors that a child emits.
7) What are the tokens used in this program? The tokens can be whatever an instructor wishes them to be. The teacher who created this system uses circular tokens so that a child can be paired with a number, the token is then drawn from the bag if a helper in the classroom is needed.
8) What might be some pro's and con's associated with using these tokens? The pro's are apparent in this case because it is the teacher who has main access to the tokens because the students are so young. Also, the tokens are set up on a numbering system so that new tokens do not have to be added every year.
9) What is the delivery system? The teacher keeps the tokens in an organized box, and then daily adds them to a bag when she decides that a child has earned a token. The bag stays with her.
10) What are some pro's and con's associated with the delivery system? The teacher is the one who holds on to the tokens so that they can not get lost, or its contents manipulated. But, if she were to set them down for even a moment, and child could mischievously add more. Also students who are not prone to participation may be left out, and if the system is based on academics a child could be left out if they do not academically perform well.
11) How are the tokens banked? The teacher adds them to a bag when she rewards good behaviors.
12) What are the pro's and con's? There is one bag to keep track of, but carrying it around all day could become tedious. What I like about this system is that this woman has really created a program that is as easy as could possibly be.
13) What are the back up reinforcers? The jobs that the children can do around the classroom. Since they are elementary-age students, they enjoy special jobs that they can do and the teacher selects a token from her bag whenever she needs a chore completed. She never assigns beforehand who will do what.
14) How were the backup reinforcers chosen? The back up reinforcers were chosen because 1. they were tasks that needed to be completed on a daily basis, and she would have had to assign them otherwise, 2. they children enjoy feeling special, 3. they do not cost anything, including time spent away from other activities
15) Are they effective reinforcers? Very, especially for the age group.
16) How do the students gain access to the reinforcers?  The teacher has them on an intermittent schedule, and whenever she feels that a student has done well they can receive a token. Whenever she needs a job done, she takes a token out of the bag to chose a child to complete the chore.
17) What are some of the outcome measures so the administrators know the system is effective? One outcome measure is that she continuously has to empty her bag and restart her program. Depending on class sizes, the founder says that the bag can be emptied daily, weekly, monthly, or as necessary. Another is that with the program a teacher does not also have to create a complicated system to track behaviors, with the tokens and with her vicinity to the children, she can visually see how well that they do.
18) How effectively are the administrators teaching the students about the system? The instructor teachers the students about the system by getting them to discuss other ways that they may have been rewarded in other classrooms. She asks them what behaviors that they feel should be reinforced to include them in the process, actively engaging so that they will be motivated to participate. 1. she get the class to recognize what the system is, and 2. how the system works
19) How effectively are the administrators teaching the parents about the system? This is unknown, but one could direct them to the website, or send a personal email
20)How effectively have the administrators taught the other teacher about the system? N/A, but if I can figure it out, I would sure as hell hope that a teacher of young minds could do it
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? There is always possibility that a system can fail in some way. Some students may not want to participate due to unknown reasons, but I would hope that the teacher would encourage participation as best as he/she could.
22) What are some problems know to exist with token economies that might be a problem here? If she continues every week giving the same amount of tokens, excited participation would decline. But this particular creator has established a schedule that is intermittent for reinforcement, rather than fixed and so in the beginning she offers children many tokens, but she informs them at the beginning of the school year that she will be the only one to decide who gets a token, and that she will not give one every time that they do something they should.
23) What are some questions you might have for the administrators about the system? She has her system clearly explained, but I suppose one question would be about children who do have behavioral issues and refuse to participate, or children who simply cannot participate as easily as they other children. How would she handle that?
24) What additional information might you want to know about the system? Could this system be used in situations with older people rather than early education students?
25) emit, schedule of reinforcement, intermittent, fixed, reinforcement, punishment, behavior, token economies

http://www.educationworld.com/a_curr/curr301.shtml

1) What is this program? The program is called 'Settle-Mart' and is described as helping "Students become Settled and Smart." It is a program that allows students to earn a 'salary' (points that equal different amounts of money) and they can in turn 'buy' things with their paper money from the 'store' the teacher has set up. This program helps elicit agreeable behaviors from the students and gives the students a chance to emit behaviors that are conducive to work and not just play. As they continue to emit pleasurable behaviors, the teacher reinforces the students with points and when the students emit aversive behaviors, the teacher punishes them by taking away points. When a certain about of points are obtained which translates to different amounts of money, the students can buy a variety of things from the store based on the amount of points/money they have accumulated. Not only is there an individually based program, but there is also a class-wide program called the 'Compliment System.' If visitors, other students, or other faculty compliment the 'store' system, the whole class receives one point. Once the whole class has received 10 points, they all receive a secret surprise prize.

2) How did it come about? This program was developed by a specific teacher to give students the sense that they are at school not to just play, but to work. It is a representation of the way the world works as well. Adults/parents have to work for their money and as they accumulate more money they can invest in a variety of things.

3) What are the behavioral classes they are trying to elicit? Some of the behavioral classes: the teachers are trying to elicit good behavior from the students. They are also trying to elicit behaviors of responsibility, taking care of their money, and putting thought behind how the students spend their money.

4) What would be some specific target behaviors they might want the children to emit? Specific target behaviors would be, good behavior which includes, not hitting, fighting, physical harm, cheating, no rudeness, disrespect, or loud noises. (That is the extent to which she lists behaviors).

5) Is this system based on reinforcement or punishment? This system is based on both reinforcement and punishment, which makes it quite multifaceted and complex. The students are punished for their bad behaviors, where points (equaling a certain amount of money) is taken away when they emit aversive behaviors. This will reduce the likelihood of those students engaging in undesirable behaviors in the future because they cannot buy the things from the store they wish to buy. Students are also reinforced for emitting desirable behaviors which increases the likelihood of desirable behaviors to occur in the future. Although the teacher does not describe which behaviors allow them to earn points...this portion is vague. The class overall is also reinforced for being complimented by an outsider on the program/their behaviors. The class earns a point for every compliment which increases the likelihood that these behaviors will occur in the future. This is recorded on the board for all the students to see which is also reinforcing because it is a constant motivator to continue emitting desirable behaviors.

6) Is it positive or negative? Negative punishment because points/money are being taken away. Positive reinforcement, because points/money is being added to the individual students and also positive reinforcement for the overall class because points are being added for each compliment.

7) What are the tokens used in this program? The tokens are a certain amount of points earned for various behaviors that are recorded on a sheet of paper in the teachers grade book. A certain number of points equal a certain amount of paper/fake money that the students receive.

For the entire classes 'Compliment System' the students receive 1 point for every compliment, which the teacher records on the board so the whole class can see it. When they reach 10 points they know they will be receiving a surprise.

8) What might be some pro's and con's associated with using these tokens? Con's of using these tokens, is there is a two step process, 1st having a certain amount of points and 2nd translating them to a certain amount of money. This may be a bit complex for elementary students, but for the most part the teacher is in charge of the exchange. Also, the students cannot view the points they have because they are kept on a sheet of paper in the teachers grade book. The pro's to this system in my opinion far outweigh the con's because as you earn more points, you earn more money. As you earn more money you can buy a variety of things for different amounts of money. Not only is there reinforcement in being able to buy certain things, but there is a secondary reinforcer when it comes to the Compliment System. If the class collectively earns points they are also reinforced for their good behaviors by earning points. The students are reinforced by two separate systems of tokens instead of one. Double pro.

9) What is the delivery system? When I student engages in any physical harm, fights, hits, or cheats-10 points are taken away. When a student is rude, disrespectful, makes loud noises (or in her words, anything along those lines), the student loses 5 points. They lose 1 point for 'minor things.'

For the entire classes 'Compliment System' the students receive 1 point for every compliment. Once they receive 10 points, the whole class gets a surprise.

10) What are some pro's and con's associated with the delivery system? Pro's of the delivery system-are the point system and money system are constant and you always know how much money you are going to receive for the amount of points you will receive. Con's of the delivery system is some behaviors seem quite sketchy, in other words they are not clearly defined. While some behaviors are defined other are subjective, so there is not a clear outline of what behaviors are defined as misbehavior and which are decent behaviors. At one point she says, 'minor things.' I am not clear on what minor misbehaviors are and I am sure the students feel the same. She also doesn't list desirable behaviors, so students don't really know when they are going to receive points and when points are going to be taken away.

11) How are the tokens banked?
For individual students they are based on points and fake money. Students being with 100 points and from there points are either added or subtracted.
100 points=25 cents
99-90 points=20 cents
89-80 points=10 cents
79-70 points=5 cents
69-0 points=0 cents

For the whole class tokens are based off of points written on the board
1 compliment=1 point
10 points=1 surprise for the whole class

12) What are the pro's and con's?
Pro's-the system is consistent and does not change for both individual students and the whole group. They are also attainable. Students start with 100 points which is incentive to continue good behaviors so they do not lose what they have. Con's are-if the rest of the school does not know about the system, then the class may not receive points and if they don't receive points and could lose motivation. Others will have to be informed of the class system, for the Compliment System to work.

13) What are the back up reinforcers? Back up reinforcers are the Compliment System. If students are reinforced by points/money system there is also the reinforcer of the compliment system where the whole class can receive a surprise.

14) How were the backup reinforcers chosen? The backup reinforcers were chosen because the teacher was trying to think of something that would not only engage individuals in the class, but the whole class as a whole, the other teachers/faculty in the building, students in other classes and visitors. This will hopefully elicit desirable behaviors not only from the students in the teachers class, but all students in the school and will help parents reinforce good behaviors and will help other teachers remind their students of desirable behaviors.

15) Are they effective reinforcers? Yes they are very effective. Some things they earn as a class include: class pets, bird feeders-to watch birds at the window, games, food, and other things. They are fairly large and fun gifts that all can enjoy.

16) How do the students gain access to the reinforcers? They gain access to the reinforcers by receiving compliments from others-teachers, students, and visitors.

17) What are some of the outcome measures so the administrators know the
system is effective? Good behaviors from students. Students, faculty and family members talking about the program, and points adding up on the board-can literally see it working because you have heard compliments.

18) How effectively are the administrators teaching the students about the
system? Very effectively! Not only are students informed but so are other faculty, students, teachers and parents. There is reinforcement/reminders all around.

19) How effectively are the administrators teaching the parents about the system? Well, they even allow parents to contribute items for rewards.

20)How effectively have the administrators taught the other teacher about the system? Well! Other teachers are suppose to remind students to be on their best behavior so they can continue to receive points. Other teacher are in on it as well.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Yes, because to some students prizes may not be reinforcing. Also, some students may not want kids to have some of the prizes. They may believe little toys like the ones they can buy are 'junk' and may not want their kids to have candy. Other teachers may think that the system is a distraction from the material kids are learning and kids are instead focused on earning points and prizes.

22) What are some problems know to exist with token economies that might be a problem here? The teacher may be inconsistent/lazy in realizing certain behaviors, some students may hoard points/money, and students may lose their money or misuse it.

23) What are some questions you might have for the administrators about the system? What is her definition of minor things and what are behaviors they are reinforced for? What do they receive points for and what is that point system? There are some important details left out.

24) What additional information might you want to know about the system? Does it start over when the semester restarts? What does she do with disable students? How does she decide what the surprise will be for the whole class?

25) Terms: Reinforce, reinforcement, reinforcer, punish, punishment, punisher, emit, elicit, positive reinforcement, negative punishment, agreeable, pleasurable, disagreeable, aversive, target behavior, behavior, behavioral classes, tokens, back-up reinforcers, delivery system

URL: http://bringingaba.com/2012/10/14/token-economies-examples-of-class-wide-and-individual-token-economies-for-inclusive-settings/

1) The program is a token economy based on a color system of how well children are behaving during the school day. I decided to use this example for my assignment because we use the same system at the daycare where I work. There are five colors, green, purple, blue, orange, and yellow, and all of the colors are hung up at the front of each classroom. Each child has a clothes pin with their name on it and start every morning at blue. Blue stands for “ready to learn” if the child is bad they could move down a level to orange which stands for “stop and think about it,” and then move down to the yellow level, which stands for “poor choices.” If a child reaches the yellow level they lose out on ten minutes of gym/outside time as a punishment. If the child displays the desired target behaviors then they are able to move up to purple which stands for “good choices” and then green which stands for “super choices.” If the child ends the day on green, they are rewarded with a sticker that they are able to put on a chart. Once their chart is full they are able to receive a prize from the teacher.
2) The token economy came about when the children began to exhibit undesirable behaviors for the staff at the daycare.
3) The behavioral classes they are trying to elicit are such things as not running and being quite in the hallway, picking up after themselves, playing well with others, etc.
4) Some specific target behaviors they might want the children to emit would be to listen to the teacher the first time they ask them to do something or not interrupting the teacher during circle time.
5) This system is based on both reinforcement and punishment. The children are reinforced for reaching the top level for their good behaviors and punished if they reach the lowest level for their poor behaviors.
6) It is positive reinforcement because they are adding the sticker/prize to increase the likeliness of the behavior. It is negative punishment because they are removing something desirable by taking away gym/outside time in order for the behavior to become less likely in the future.
7) The tokens used in this program are the children’s individual clothes pins being moved up or down a color, and then being rewarded or punished accordingly.
8) A pro for these tokens is that the children can all see their progress or deterioration and are able to piece together what behaviors cause them to move up or down a color. A con could be that a child does not care about the rewards or punishments involved and completely disregards the token economy and continues to behavior poorly.
9) The delivery system is the teacher moving the clothes pins and rewarding or punishing the children depending on their behavior.
10) A pro with the delivery system is that the children can see their progress and the teacher give them verbal praise when they move their clothes pins up. A con could be that a child feels like they are being attacked/targeted when their clothes pin is moved down a color in front of the class.
11) The tokens are banked on a large piece of paper with the colors on it at the front of the class room. Reaching the top color level is also banked on the children’s individual sticker charts.
12) The pros is that the children can see their progress, the cons are that one child might not care about the color system and continue to behave poorly.
13) A back up reinforcer is if a child is in the top two color levels, then they are able to have a “helper job” for the day such as being the line leader, door holder, lights tracker, etc.
14) The backup reinforcers were chosen because all of the children would fight over who would get to have a helper job and all of them like the recognition of being a helper and is a motivator for all of the children.
15) The reinforcers are successfully in motivating the children to emit the target behaviors.
16) The students gain access to the reinforcers through the teachers or teaching assistances seeing their behavior and moving their clothes pin.
17) The outcome measures so the administrators know the system is effective is a noticeable improvement in the children’s behaviors overall and seeing the children encouraging each other about having a helper job and being in a certain color level.
18) Administrators are teaching the students about the system very effectively and they understand it very well.
19) The administrators also teaching the parents about the system effectively through explaining the sticker sheets and prizes that they are able to take home. The teacher also tells the parents about the behaviors that led to their child moving up and down the color levels.
20) The administrators have taught the other teacher about the system effectively because they wanted it to be a universal system throughout the building and all of the same behaviors were being rewarded or punished.
21) There is a possibility that not everyone could buy into the token economy. Some may feel that the teachers could play favorites with the system or that the punishment should not be within the daycares way of handling behavior issues.
22) Some problems with the token economy could be the children hoarding the filled sticker sheets and cashing them in for prizes at the same time.
23) I would want to ask them how they plan to deal with the children who have no disregard to the color system and the punishments and rewards administered through the token economy.
24) I would want to know how the administrators plan to deal with a lapse of excitement about the system and how they plan to keep the moral and energy about the system high so the target behaviors continue to increase.
25) Terminology Used: punishment, token economy, reward, elicit, target behaviors, reinforcement, punishment, positive reinforcement, negative punishment, emit, tokens, delivery system, reinforcer, motivator, punished, rewarded

1) Hyvee Fuel Saver

2) It probably came about as a way to get more people to 1. use the HyVee gas stations more often and 2. an incentive to shop at HyVee more.

3) They are trying to elicit the behavior of buying their products and gas more often.

4) Specific target behaviors would be buying a certain product because it is a fuel saver that week or getting gas when their fuel saver has a lot on it.

5) Reinforcement because the customers are being reinforced for buying certain products and for getting gas at a HyVee gas station.

6) Positive because they are adding something desirable (points/money off on gas, i guess it could also be negative because you are taking away money to make it a more desirable amount of money on gas.

7) The tokens are the cents that you get off every time you shop and buy something that is a fuel saver that week.

8) People might not like the products the store has that week for fuel savers so it is not rewarding to them, it is an easy way to buy groceries that everyone needs and also save money on something else people need (gas).

9) Every time you buy a fuel saver item, the card is scanned when you check out and then a balance is on the card and swiped at the pump when you get gas.

10) One pro is that you can just swipe the card at the pump and it will take off the cents right there. A con would be that you might not always know the balance on your card because you only get the balance when you get a receipt from HyVee.

11) On the fuel saver card.

12) Con's could be that people could forget to carry the card all the time. A pro would be that you could save up all your point and then use it once gas prices sky rocket again.

13) A back up reinforcer could be that you don't only have to use it at a HyVee gas station, but you could also use it at Casey's.

14) I am guessing that the gas stations agree to partner with hyvee to do the fuel saver program.

15) Yes I think it is a good reinforcer to get cents off per gas after buying groceries.

16) Buying the products that are a fuel saver that week and sign up for the program.

17) They should keep track of how many people take part in the program and what they buy and how much they save.

18) I think the teaching of this program is effective and is advertised well and they probably had a meeting about it with all the workers to know how to work it and advertise it.

19) There are not parents in this token economy i think they are definitely advertising to the customers how effective it would be and how to use it.

20) The people who came up with this product are probably pretty effective at teaching the people at HyVee how to use the program because it seems to be working pretty well so far.

21) Some people may not find it that rewarding if they do not shop at HyVee often or do not like the products they have for the program, although the products are different every week or so.

22) Not everyone may shop at HyVee or not enough to get the benefit of using a fuel saver card. There are also areas where they aren't HyVee stores so these people wouldn't be able to use the Fuel savers or register for one once coming in contact with a HyVee.

23) I do not have any questions at this time, I actually have a fuel saver card and so do others in my family and we all find it rewarding.

24) I would maybe want to know if there was like a website or somewhere I could check my balance before I use because I always lose the receipts that tell me

Terminology: elicit, emit, target behavior, reinforcer, positive, negative, token economy, behavioral class

http://www.hy-vee.com/resources/fuel-saver.aspx

1) What is this program?
The program I have chosen for this assignment is the US financial system which uses fiat money as ‘tokens’ that can then be exchanged for backup reinforcers.
2) How did it come about?
This particular system that we currently use came about to make commerce easy and simple. With the introduction of money people no longer needed to barter the things they had for things the needed or wanted. Gold is a common historical example of this.
3) What are the behavioral classes they are trying to elicit?
The behavioral classes that this system tries to elicit is hard work and creativity.
4) What would be some specific target behaviors they might want the children to emit?
In this case it’s not children but adults. We want the adults in our society to emit hard work and new ideas that increase economic profitability and create the conditions for society to flourish.
5) Is this system based on reinforcement or punishment?
The system is based on rewards; when you work or have good ideas to increase output or lower costs you are rewarded with more money – the target behaviors of this system.
6) Is it positive or negative? This is positive reinforcement for when you emit the target behaviors
7) What are the tokens used in this program? The tokens are used to exchange what you have (labor, ideas, goods) for what you want (labor, goods, and ideas). Consider a business, it has money which it exchanges for labor which produces the goods which the business sells for money.
8) What might be some pro's and con's associated with using these tokens? The pros are that the tokens are easy to bank/hold on to, they can be easily exchanged for nearly unlimited backup reinforcers with no need to barter, our current monetary system is not affected by dramatic shifts in the price of gold. The cons are steady inflation (around 2-3% per year), the tokens can be counterfeited, obsession over the tokens and hording can occur, and without the tokens are deprived of the necessities of life (i.e. you have to buy food water and shelter).
9) What is the delivery system? The delivery system is mixed ratio depending on the exchange. It can be a fixed ratio (1 hour of labor = $10) or a variable rate (salaried positions requiring different amounts of time).
10) What are some pro's and con's associated with the delivery system? Depending what services you provide you can receive lots of tokens – if your skills are in high demand- or a low amount of tokens for unskilled work. This motivates people to acquire special skills, yet, those who can’t do so will need to survive off few tokens; sometimes fewer than their needs allow (i.e. having kids is a huge financial burden). Also, credit cards that allow you to spend more money than you actually have is a major issue people need to watch out for.
11) How are the tokens banked? At a bank (lol). You can store the tokens electronically in a financial institution or keep them in hard form (cash).
12) What are the pro's and con's? Banks are relatively secure and insured by the FDIC; however, under special governmental orders that money in the bank can be froze. Also, if you had people with tens and hundreds of thousands in cash you can be assured robbery would be more common.
13) What are the back up reinforcers? Everything and anything. The free market allows for just about anything to be traded for dollars. Because of this, the dollar is an antecedent, a consequence, and a reinforcer all in one. You can get food, water, shelter, goods, entertainment, the list is endless.
14) How were the backup reinforcers chosen? Given that we operate in a ‘free market’ (it’s not truly, given government regulation), the people decide what the back up reinforcers are. When they become satiated with them they stop buying. Major problem however, black markets occur when there is prohibition of certain things such as drugs.
15) Are they effective reinforcers? Yes, the reinforcers are highly effective, especially considering that people need money to survive. Also, we live in a very material and consumerist culture that drivers the operant behavior of going to work and trying to get more money. However, there are ways to survive without money by growing your own food and bartering. Very few cultures do this but they do still exist.
16) How do the students gain access to the reinforcers? We can exchange our labor, sell our goods or resources, invest, loan our money, and even gamble to get money.
17) What are some of the outcome measures so the administrators know the system is effective? We can look at the frequency of the target behaviors in things such as the unemployment rate - how many people are not emitting the target behaviors.
18) How effectively are the administrators teaching the students about the system? Since we’re born into this system, grow up in it, and it’s a global system, I feel that we know it very well. We’re taught from a young age to aquire the skills that will make us good employees and successful individuals.
19) How effectively are the administrators teaching the parents about the system? Not a very applicable question.
20)How effectively have the administrators taught the other teacher about the system? N/A
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Yes, some cultures live without money. They barter and grow their own food. They reject the consumerism and the materialistic culture in exchange for a more community oriented and organic lifestyle.
22) What are some problems know to exist with token economies that might be a problem here? In our culture, old money get new money - that is to say that money tends to run in families and flows to the highest class of citizens since they can invest a lot of resources. And materialism is what some people think is contributing to a moral decline.
23) What are some questions you might have for the administrators about the system? It is the subject of extensive study but, how much government oversight is necessary to create the most economic flourishing? Is the government policy of drug prohibition a net gain or net loss for the people?
24) What additional information might you want to know about the system? What were the other options for systems that would achieve economic flourishing?
25) Once you are done with your post make list of the terms and terminology you used in your post.
Antecedent, Behavior, consequence, operant behavior, emit, reward, reinforcement, elicit, back up reinforcers, token economy, positive reinforcement, mixed ratio, fixed ratio, variable ratio, banked

http://www.dummies.com/how-to/content/how-the-fiat-system-works.html

http://www.rageagainsttheminivan.com/2013/11/using-token-economy-to-encourage-good.html

1) This token economy system is based around using Popsicle sticks as tokens, 5 mason jars labeled respect, obedience, clean room, manners, and honesty as the banking system. The author advises coming up with specific behaviors for each to make reinforcement more consistent. This system is to encourage the child to emit desirable behaviors.

2) A parent wanted a good way to teach their child good behavior.

3) Respect, obedience, cleaning of the child’s room, manners, and honesty.

4) Going and staying in bed on time, putting their shoes away, telling the truth in all cases, doing as they are told

5) Positive reinforcement

6) Positive

7) Popsicle sticks

8)They are easy to keep track of, cheap, and fun (already have some value due to associating with a sweet)

9) The parent puts the sticks into the relevant jar when a desirable behavior is emitted

10) It is easy to stay consistent, the child can see the sticks, and the sticks will not be easily misplaced

11) They are placed in the relevant mason jar.

12) They can be easily seen by the child and are easy to keep track of.

13) New backpacks, Halloween costumes, new pajamas, new watches, new sunglasses, or something else the child expresses a want for that is within the realm of reality.

14) They are things that children are generally interested or something the child has asked for.

15) Yes. They are things children like or something the child has said that they desire.

16) They are able to earn 5 sticks per night. Once they earn 30 they are able to exchange them for one of the backup reinforcers.

17) The frequency that the child earns all 5 sticks per night, and the frequency that the child earns all 30 sticks. When these happen it is obvious that the child has been maintaining or improving their behavior.

18) Very well, the parent created the system and so is very well informed.

19) Very well, the parent created the system and so is very well informed.

20) N/A

21) I do not think so. The parent will buy in because they created the system, and the child will buy in because the backup reinforcers are very well chosen and the child has placed a positive valence upon them.

22) I do not think that any of the known problems will be an issue in this system.

23) I feel that the system is very well laid out, and so I wouldn't have any questions.

24) I would like to know more about what specific behaviors will be reinforced.

25) token economy, tokens, target behavior, reinforcement, positive reinforcement, reinforcer, positive valence

1) What is this program?
-This is a token economy that reinforces children for having good behavior in the class room.
2) How did it come about?
-This came about because the teacher wanted to get kids to elicit behaviors that are expected in the classroom.
3) What are the behavioral classes they are trying to elicit?
-The behavioral class that is being elicited is good behavior
4) What would be some specific target behaviors they might want the children to emit?
-target behaviors may be not talking when the teacher is, helping others, holding a door, finishing homework etc.
5) Is this system based on reinforcement or punishment?
-reinforcement
6) Is it positive or negative?
-positive reinforcement
7) What are the tokens used in this program?
-tokens with a number that corresponds to a student
8) What might be some pro's and con's associated with using these tokens?
-pros allows teacher to reuse them, track progress
cons may be lost, or be ruined
9) What is the delivery system?
-A chid is rewarded a token when they are seen emitting a desirable behavior, the token is then put into a bag which is drawn from for a grand prize
10) What are some pro's and con's associated with the delivery system?
-pros children will hopefully emit god behaviors more often
cons children will want a token every time they emit a good behavior, jealous of grand prize winner
11) How are the tokens banked?
-once earned they are put into a bag that is drawn from for a grand prize
12) What are the pro's and con's?
-pros
cons
13) What are the back up reinforcers?
-backup reinforcers are the teacher giving acknowledgement when a child does a good behavior but does not get a token
14) How were the backup reinforcers chosen?
-Chosen by the teacher
15) Are they effective reinforcers?
-i believe they will be effective
16) How do the students gain access to the reinforcers?
-children will learn what behaviors are acceptable to emit in a classroom setting
17) What are some of the outcome measures so the administrators know the system is effective?
-outcome measures could be how many tokens are given out for good behavior
18) How effectively are the administrators teaching the students about the system?
- students are taught about this token economy system on the first day of class
19) How effectively are the administrators teaching the parents about the system?
-not sure because it did not mention parents involvement
20)How effectively have the administrators taught the other teacher about the system?
-Most teachers use this type of system
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
-Yes this is a possibility
22) What are some problems know to exist with token economies that might be a problem here?
-may be extinction, or students may lose interest
23) What are some questions you might have for the administrators about the system?
-Do grand prizes change every time?
24) What additional information might you want to know about the system?
-I think I know all I need to
25) Once you are done with your post make list of the terms and terminology you used in your post.
-elicit, token economy, behavior, reinforcers, target behavior, elicited, emitting, emit, tokens, backup reinforcer

URL:
http://www.educateautism.com/token-economy/large-scale-token-system.html

1) What is this program?
This is a program for an adolescent, coeducational residential unit. Individuals that were in this unit ranged from 12-18 years old and their behavior was deemed highly disruptive and aggressive by the community.

2) How did it come about?
The purpose of this token economy is to reinforce the absence of negative behavior through a process called differential reinforcement of the other (DRO) and punish negative behavior.

3) What are the behavioral classes they are trying to elicit?
The target behaviors that are being reinforced, thus increasing the amount of times the behavior is emitted are pro-social behaviors and the behaviors that are being punished when emitted are physical aggression, property destruction, window breaking, and manipulative self-abuse.

4) What would be some specific target behaviors they might want the children to emit?
I think they would want to elicit peaceful, cooperative behavior from the children. Examples of this behavior might be remaining quiet (instead of yelling), or snapping a rubber band on their wrist (instead of throwing something out the window). These are behaviors that, when reinforced, would decrease the amount of times the aggressive, disruptive behavior is emitted.

5) Is this system based on reinforcement or punishment?
This system involves both reinforcement and punishment.

6) Is it positive or negative?
It is positive reinforcement and negative punishment since the teenager is given one hole punch (aka 1 point) when they emit pro-social behavior, but 10 points are taken away from them if they act aggressively or disruptively.

7) What are the tokens used in this program?
The tokens used are hole punches and once the teenager has earned enough points, they can exchange them for something else.

8) What might be some pro's and con's associated with using these tokens?
I think the pro’s are that teenagers have to work really hard to earn 10 points, which can be taken away very quickly if they emit aggressive behavior that is punished. Since it is so easy to have their points taken away, I would think that students would behave relatively well in order to avoid that happening. The con to this system is that, since the points can be taken away so quickly, they may not want to put in any more work to earn points if they have theirs taken away a few times.

9) What is the delivery system?
A professional administrator punches a hole in the teenager’s card.

10) What are some pro's and con's associated with the delivery system?
The pro is that this system is efficient so students will quickly learn which behaviors are desired and reinforced, which will make them elicit this pro-social behavior more frequently. The con is that administrators have to agree on specific target behaviors in order to remain consistent, which can be difficult to do.

11) How are the tokens banked?
The website does not say exactly how the points were banked, it simply says that the students could earn access to backup reinforcers through earning enough points. I would assume that there was an administrator who monitored the backup reinforcers who gave students access to them.

12) What are the pro's and con's?
I don’t really know the pro’s and con’s since I was speculating for the previous answer. The article did not say anything about who or when tokens were to be banked.

13) What are the backup reinforcers?
There are many backup reinforcers: access to day trips outside of the facility, movies, bowling, skating, staying up late on weekends, and access to an on-site lounge that provides snacks, soda, a jukebox, etc. These backup reinforcers are things that the teenagers can only have access to by earning enough points, but the article does not clarify how many points were needed for the adolescents to earn each reinforcer.

14) How were the backup reinforcers chosen?
I think these backup reinforcers were chosen because they are things that the teenagers enjoyed doing before they were placed into the facility. And I believe that the freedom to leave the facility is a reward in itself, even though the teenager is going to a pre-determined location, being able to leave the facility is worth the points.

15) Are they effective reinforcers?
The article explained how the behavior had changed in the residents since this token economy was implemented, and from all of the statistical analyses that the author provided, yes I definitely think these reinforcers are effective.

16) How do the students gain access to the reinforcers?
They turn in their punchcards to an administrator of the facility.

17) What are some of the outcome measures so the administrators know the system is effective?
The administrator measured the amount of windows broken, the use of mechanical restraints, the number of adolescents restrained, and the number of adolescents on psychotropic medication. These were behaviors that the experiment designer measured before and after implementation of the token economy.

18) How effectively are the administrators teaching the students about the system?
The article did not mention the students’ awareness of the program, but I would assume that it is relatively successful since the students seemed to respond well to the token economy and their behavior seemed to have improved quite a bit over the course of the token economy.

19) How effectively are the administrators teaching the parents about the system?
I am not sure if parents are aware of the system. I am sure that they were aware of the system because these adolescents are all minors and the facility and experimenter needed the parent’s consent in order to implement this study. Other than that, I am not sure how much parents were involved in this system.

20) How effectively have the administrators taught the other teacher about the system?
I think all of the facility employees are aware of the system, but I do not know if all of them are allowed to give out hole punches, maybe only the employees who interact with the adolescents in certain settings were allowed to give out hole punches.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
I think that most of the people bought into this token economy, which could be seen with the results of the program. And the adolescents are kind of coerced into buying into this program if they want to be able to leave the facility or earn any special privileges that their peers have.

22) What are some problems know to exist with token economies that might be a problem here?
Some of the facility residents might be discouraged if they exhibit negative behavior that is then punished by taking their points away, thus preventing them from being able to earn any backup reinforcers. This might decrease the amount of times they emit the positive, reinforced behavior because they might see no point in it if they always get their points taken away.

23) What are some questions you might have for the administrators about the system?
As of right now, I do not have any questions because the system seems like it has been successful and has been well implemented in the adolescent facility.

24) What additional information might you want to know about the system?
I would want to know more about how they bank the tokens, when adolescents can exchange tokens for backup reinforcers, and who is allowed to administer the hole punches to the teenagers.

Terms: token economy, reinforce, differential reinforcement of the other (DRO), punish, token, emit, elicit, backup reinforcer

List the url.
http://www.ncbi.nlm.nih.gov/pubmed/23438003

Answer the questions below using as many behavioral terms are you can.

1) What is this program?
This program is a token economy being used in the work place to create larger health incentive engagement program.

2) How did it come about?
It came about because they wanted to see if using the stairs could be improved in the workplace.

3) What are the behavioral classes they are trying to elicit?
The behavioral classes that they are trying to elicit are walking instead of riding the escalator or elevator.

4) What would be some specific target behaviors they might want the people to emit?
They want the workers to take the stairs in the work place.

5) Is this system based on reinforcement or punishment?
The system is based on reinforcement.

6) Is it positive or negative?
This is positive reinforcement.

7) What are the tokens used in this program?
The tokens used are chips as rewards.

8) What might be some pro's and con's associated with using these tokens?
Some pros is that they can physically see the reinforcers that they are being given. A con is that they could easily lose the chips. Then they wouldn't get the proper back up reinforcers in time to maybe make this program effective.

9) What is the delivery system?
The delivery system is that they receive a reward chips every time they take the stairs and then they can turn those chips in for merchandise.

10) What are some pro's and con's associated with the delivery system?
The pros is that they are able to receive the reinforcer in a reasonable amount of time. I cannot think of a con for this.

11) How are the tokens banked?
Each person keeps the tokens until they turn them in for merchandise.

12) What are the pro's and con's?
The pros are that they are able to see how many tokens they have. The con would be again, they could lose the tokens or keep a certain number and then not take the stairs for a while.
13) What are the back up reinforcers?
The back up reinforcers are merchandise from the store.

14) How were the backup reinforcers chosen?
It does not say how they are chosen.

15) Are they effective reinforcers?
I would believe that they are effective reinforcers because they don't have to spend their own money on them.

16) How do the students gain access to the reinforcers?
The people who are implementing this program are giving out the reinforcers.

17) What are some of the outcome measures so the administrators know the system is effective?
The outcome measures were done after the study and the people who took the stairs moved from 39 to 301.

18) How effectively are the administrators teaching the students about the system?
I don't know if the people who implementing this process are explaining why they are doing this study. So far I don't think they are doing very well at doing so.

19) How effectively are the administrators teaching the parents about the system?
Again, I don't think they are being very thorough when teaching others about the program.

20)How effectively have the administrators taught the other teacher about the system?
I think that the people implementing this are well taught.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes, I believe some people would think that the system doesn't work, especially because the outcome wasn't 100%.

22) What are some problems know to exist with token economies that might be a problem here?
Hoarding tokens might be a problem here because some people might hoard them and then not take the stairs for a while, which doesn't help the overall meaning of the program that is trying to be administered.

23) What are some questions you might have for the administrators about the system?
I want to know if the workers know the exact reason for the system. I also want to know how the tokens are handed out.

24) What additional information might you want to know about the system?
I want to know if this all continued after the study was done and if the results stayed as high as they were.

25) Once you are done with your post make list of the terms and terminology you used in your post.
emit, elicit, positive reinforcment, token economy, behavior,

1)What is this program?
The program I chose to research was the Awana children’s ministry program many churches use to help kids learn bible verses.

2)How did it come about?
Awana started as a youth group in Chicago for churched and nonchurched youth to attend to learn about the gospel and serve Jesus Christ.

3) What are the behavioral classes they are trying to elicit?
They are trying to get children to be better Christians.

4) What would be some specific target behaviors they might want the children to emit?
They are eliciting reading and memorizing the Bible.

5) Is this system based on reinforcement or punishment?
This program is based on reinforcement.

6) Is it positive or negative?
It is positive reinforcement because the children earn badges and Awana bucks for each Bible verse correctly memorized and delivered.

7) What are the tokens used in this program?
Awana Bucks, and badges given on a fixed ratio system.

8) What might be some pro's and con's associated with using these tokens?
The pro is that for over 55 years they have encouraged children to practice reading their Bible and begin to learn verses out of it.
The con is that children are not learning to emit Bible reading behavior for the joy of being closer to God, or for any intrinsic reason, but rather for extrinsic rewards such as prizes.

9) What is the delivery system?
Group leaders, made up of local volunteers and ministry work with the children for an evening once a week. They award a certain amount of Awanas Bucks for each verse learned and at the end of the night there is an award ceremony for the kids who reached a new chapter in their verse book or those who have finished a book. During the Award ceremony leaders hand out new badges to be worn on the Awana uniform.

10) What are some pro's and con's associated with the delivery system?
The Pro is that children are working with leaders in the community who they can grow bonds with and turn to for mentoring support. Also, because the kids must recite versus to the leaders, the system can not be cheated. The cons of this system are that sometimes there were too many kids for all of them to recite a verse to a group leader, and the awards were given out in front of everybody and worn, so for students who were unable to attend each week falling behind could make them feel uncomfortable around their peers.

11) How are the tokens banked?

Students save their Awanas bucks on their own and are able to spend them once a month at the Áwana Store” (Table with prizes from Oriental Trading)

12) What are the pro's and con's?
The pro to this is students learn how to save their tokens and practice delayed reinforcement. However a con is that if students lose their money than they never receive the full reward/ prize and may give up on the program.

13) What are the back up reinforcers?
The backup reinforcers are typically small prizes from places like Oriental trading. They include pencils, snacks, balls, Frisbees, Bible covers, and other miscellaneous trinkets that appealed to children.

14) How were the backup reinforcers chosen?
The back up reinforcers are chosen by each church that holds Awana. They are chosen based on that churches budget and on the wants of the children that make up that youth program.

15) Are they effective reinforcers?
Yes, the kids I worked with in Awana would read their handbooks all week to be able to recite them and earn Awana bucks and to get a new badge. Also, the program has stayed alive for over 50 years so it seems to be effective.

16) How do the students gain access to the reinforcers?
Students trade in the Awana bucks, given to them by leaders and they are able to spend them on prizes. More desirable prizes are worth more bucks and less desirable prizes are worth less.

17) What are some of the outcome measures so the administrators know the system is effective?
Students move through their Awana books and over the years memorize most of the versus in the Bible. There is a clear system to see which students have reached certain levels in the handbook and in order to move to each level each student must recite certain versus without looking at them.

18) How effectively are the administrators teaching the students about the system?
Very effectively, the students learn on the first day that for every verse they learn they will be given a token (Awana Buck) and after a certain number of versus they will be given a badge.

19) How effectively are the administrators teaching the parents about the system?
Very effective, they send home informational packets and books to they parents and encourage them to practice reading the bible with their children at home.

20)How effectively have the administrators taught the other teacher about the system?
Very effectively, in order to be an Awana leader one must go through training on the values of the program and how to effectively teach children the values, and how to work with them to accommodate for possible frustrations that may occur.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Very much so, Awana is a controversial method of teaching children to enjoy reading the Bible and to learn what the Bible says. It is effective in teaching children what the Bible says, as they are trained very well to read and recite. However, it does not always teach children what the Bible means. It is not a comprehensive program, also it may teach children to read the bible for an extrinsic reward rather than for intrinsic reasons. I personally was in Awana as a child, but as an adult I feel very skeptical about the system.

22) What are some problems known to exist with token economies that might be a problem here?

If children learn that they will be rewarded extrinsically for how much they know about the Bible, then they may begin to believe that is the reason one should read the Bible and study religion. Also, for some children it is hard to keep track of the Awana bucks used as tokens for the token economy, in which case they do not receive the back up rewards and may give up on trying to earn the Awana bucks in the first place.

23) What are some questions you might have for the administrators about the system?
How can you train leaders to make sure children are understanding the verses they are learning in the handbooks, and not just memorizing them?
Would students learn more if intrinsic motivators for learning the Bible were included in the Awana program?

24) What additional information might you want to know about the system?

25) Once you are done with your post make list of the terms and terminology you used in your post.
Positive reinforcement, emit, elicit, target behavior, intrinsic, extrinsic, rewards, back up reinforce, token economy, fixed ratio system,

http://www.awanaia.org/21_Things_That_Will_Ruin_Your_Awana_Ministry.pdf
http://awana.org/faqs

Topical Blog #15
Cassidy Monaco

1) What is this program?
The Earned Incentive Program for inmates in prison. Based on their behavior in prison, they can earn privileges. This is essentially rewarding them via reinforcers or tokens for good behavior.

2) How did it come about?
To help inmates in developing a more responsible, pro-social lifestyle. This program allows the inmates to make decisions and be held accountable for their conduct during their time spent in prison, and get reinforced for good behavior, which overall modifies their behavior.

3) What are the behavioral classes they are trying to elicit?
Good behaviors while incarcerated.

4) What would be some specific target behaviors they might want the children to emit?
To avoid fighting with other inmates, avoid non-compliance with authorities, complete educational programs, fulfill restitution requirements, and participate in restorative justice activities.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement. The more programs the inmate participates in and the more good behaviors emitted, the faster they will move through the phases and gain more privileges.

6) Is it positive or negative?
This is positive reinforcement because it is adding reinforcers or desirable things in order to decrease the good behavior. This is one of the best ways to modify behavior.

7) What are the tokens used in this program?
The tokens of this program are

8) What might be some pro's and con's associated with using these tokens?
Pros- the inmate controls their behavior in order to gain rewards/privileges, so once they start working their way through the phases they may be more likely to keep emitting the behavior in order to gain more privileges
Cons- If the phases are gained too quickly, this is ineffective. Also, all staff must be on board with noticing and rewarding behavior or the good behavior will only occur where they know they are being watched

9) What is the delivery system?
This is a Fixed Ratio schedule - once programs are completed and behavior is good you move through the phases

11) How are the tokens banked?
Once classes are completed and behavior is good, the inmate earns privileges for one phase. The tokens are banked as inmates move through the phases and gain more privileges with each phase.

12) What are the pro's and con's?
Pros- Privileges increase as good behaviors increase, so this promotes emitting the target behaviors.
Cons- Some inmates might settle with certain privileges if they think they are good, and may not strive to gain higher privileges.

13) What are the back up reinforcers?
The privileges with each phase are the backup reinforcers.

14) How were the backup reinforcers chosen?
Prison staff probably analyzed what things are rewarding to inmates, and chose these things as reinforcers to promote good behavior.

15) Are they effective reinforcers?
This depends on each inmate, as some things might feel rewarding to some individuals and not to others. I think the reinrocers are effective because the more the inmates emit the behavior the more they are rewarded.

16) How do the students gain access to the reinforcers?
The inmates gain access to the reinfocers by completing classes and programs and emitting good behavior.

17) What are some of the outcome measures so the administrators know the system is effective?
How many inmates are on each phase and how long it took them to get to each phase, whether or not they feel the reinforcers are reinforcing

18) How effectively are the administrators teaching the students about the system?
Fairly well. The officers and other prison staff modify the inmates’ behavior by showing them the rewards they can obtain or lose based on their behavior. The officers can explain to the inmates the repercussions of their actions in relation to the benefits of working towards a better phase level. This helps the inmates modify future behavior so they think about their actions and how it will affect the benefits of their phase level, because they are striving to reach higher phases of privileges.

19) How effectively are the administrators teaching the parents about the system?
This does not apply to a prison.
20)How effectively have the administrators taught the other teacher about the system?
Hopefully the administrative staff has taught the officers and other prison staff well so that they are aware of the program and are able to reward inmates when they see good behavior.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There is always the possibility that not everyone may buy into the system. For example, if for some reason an inmate did not want the privileges or felt satiated with the privileges he was already receiving.

22) What are some problems know to exist with token economies that might be a problem here?
Consistency might be a problem here if not all staff is rewarding the same specific behaviors every time.

23) What are some questions you might have for the administrators about the system?
How fast can an inmate move from phase 1 to phase 3? If and inmate is on phase 3 and misbehaves do they move back to phase 2 or do they lose all there privileges and start all over?

24) What additional information might you want to know about the system?
I think it would be really interesting to know if inmates that did good on this system are less likely to re offend once they were released from prison. This is the whole point of the system, so it would be very interesting to analyze the statistics of this and see if it is actually an effective system.

TERMS: tokens, behavior class, elicit, emitted, positive, reinforcer, reinforcement, punishment, fixed ratio schedule, satiated

https://corrections.az.gov/sites/default/files/policies/800/0809.pdf

1) Ulta (a Beauty store) has a rewards program (a token economy) to get customers to buy more products. For every one dollar spent in the store or online, you receive one point. Periodically they run specials where you can earn 2X or 3X the amount of points per dollar spent. These points expire after a year unless you are a platinum member (which requires spending $400 in a calendar year). Once a platinum member you earn points 25% faster than non-platinum members. Once you accumulate enough points you can redeem them for a certain amount off your total. 100 points takes $3 off your total; 250 points takes $8 off; 500 points takes $17.50; 750 points takes off $30; 1000 points takes off $50; 2000 points takes off $250 dollars. This increases spending. It also lessens the likelihood that returns will be made because points will be taken back if something is returned.

2) Ulta wanted to have a loyalty program for customers that ultimately made them buy more in the long run.

3) They are trying to elicit the behavioral class of shopping and loyalty to this particular store. If you buy a product from another store it does not count towards this loyalty program so people feel the need to shop here rather than anywhere else.

4) Spending money on products only at Ulta and spending a lot of money at the store.

5) This system is based on reinforcement.

6) This is positive reinforcement because you are adding something (the points) that increases the likelihood of emitting the target behavior again.

7) The tokens are the points earned.

8) Pros: Can use points on anything in the store; can use online or in-store; everything in the store is eligible for points Cons: They expire if not used; purchase is required to be eligible (so those who don't have money can't reap the benefits); only available to members so you have to become one

9) During check-out a membership card is swiped and the points are applied. If you don't have your card they can look it up by phone number.

10) Pros: applied automatically Cons: If the computer system isn't working points may not be applied properly

11) The points are stored on your card and you can access it online, through their app, and is also printed on the bottom of the receipt.

12) Pros: Easy access; don't have to be in the store to check Cons: they don't ask you in store if you want to use your points

13) Money off on your totals.

14) The backup reinforcer was chosen because money off your total is more universally reinforcing than sample packets or coupons.

15) Speaking as a loyal member, it is very reinforcing. It's nice to get money off your total just for shopping there.

16) When checking out you simply ask to redeem your points and they will take money off the total, this is the delivery system.

17) They could see how many members they have in their program out of all of their customers. They could then see how many platinum members they have.

18) All cashiers are required to ask customers if they have a loyalty card and then if someone doesn't have one they explain it to them.

19) This question is not relevant the loyalty program at Ulta.

20) This question is not relevant to the loyalty program at Ulta.

21) Some people choose not to be a part of the loyalty program because they are afraid it will cost them something or that it may be a credit card.

22) People may hoard points and then they expire. You could also simply just forget that you have points and not use them.

23) How much money do you take off per year? Does it hurt the bottom line? Are prices jacked up on things and that's why you can take money off later?

24) How many points are redeemed each year? Will the program ever change? Was there a similar program before that got changed?

25) Terms: behavior, target behavior, positive reinforcement, reinforcement, delivery system, emit, elicit, token economy, behavioral class, backup reinforcer, token

https://www.ulta.com/ulta/myaccount/learnmore_template.jsp?page=earning_redeeming

1) What is this program?
The token economy program I have decided to use is the Starbucks rewards program. Basically, every time you buy a drink using the program, you receive a star. After so many stars, you can receive free things such as free drinks and baked goods.

2) How did it come about?
This program came about to reinforce people that are buying a lot from Starbucks. I definitely benefit from this program because I spend too much money there, and earning stars makes me want to come back and earn a free drink or baked good.

3) What are the behavioral classes they are trying to elicit?
The behavioral classes they are trying to elicit are being loyal to starbucks and keep them coming back.

4) What would be some specific target behaviors they might want the children to emit?
This does not really pertain to children, but specific target behaviors could be drinking coffee, buying starbucks, etc.

5) Is this system based on reinforcement or punishment?
This system is based of reinforcement because it is pleasurable and you are being rewarded for buying the coffee.

6) Is it positive or negative?
It is positive because you are adding something pleasurable aka the stars.

7) What are the tokens used in this program?
The tokens in this program are the stars that you receive after you buy something from Starbucks.

8) What might be some pro's and con's associated with using these tokens?
Some pros could be that you receive a free drink or food after you receive so many tokens.
Some cons could be that it is addicting and it becomes expensive. You have to buy so many drinks to get one free, and the stars keep me going back because I want to be rewarded with the free drink.

9) What is the delivery system?
The delivery system is fixed-ratio, and they receive the stars on their app on their phone. The barista will scan the app to "give" the star.

10) What are some pro's and con's associated with the delivery system?
Pros of the delivery system are that it is fast and easy to do. The barista just scans the phone.
Cons could be what if your phone dies? You cannot receive the star that day then. Or if you accidentally undownload the app, you could lose all of your stars.

11) How are the tokens banked?
The tokens are banked after you receive a certain amount of stars. Once the barista scans the app once you have enough stars, you will receive your free drink from the barista.

12) What are the pro's and con's?
Pros could be that you don't have to keep track; the app will do it for you.
Cons could be if the phone or app malfunctions.

13) What are the back up reinforcers?
The back up reinforcers are the free drinks or food you can get.

14) How were the backup reinforcers chosen?
The back up reinforcers are chosen by the customer. You can choose the size and type of drink/food you get for free.

15) Are they effective reinforcers?
yes, they are effective reinforcers because they are pleasurable to you because you obviously go to Starbucks a lot and get to choose what you get.

16) How do the students gain access to the reinforcers?
You gain access to the reinforcers by buying a certain amount of drinks and earning a certain amount of stars.

17) What are some of the outcome measures so the administrators know the system is effective?
Outcome measures they can do are check to see how many people have the app and keep track of how many stars everyone has.

18) How effectively are the administrators teaching the students about the system?
Starbucks advertises this app, but they don't really push it on you or educate you about it. I had to teach myself how to use it.

19) How effectively are the administrators teaching the parents about the system?
Parents probably don't really know much about this app unless they are avid Starbucks users.
20)How effectively have the administrators taught the other teacher about the system?
I feel like the Starbucks workers know a lot about the app. They know how to give out stars and know how to work it properly.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There is definitely a possibility that everyone will not buy into this system. It is pointless for people that do not really go to Starbucks often.

22) What are some problems know to exist with token economies that might be a problem here?
The only problem this system really causes is that it makes me want to keep going back to earn stars, so I am spending a lot of money that I really shouldn't be spending.

23) What are some questions you might have for the administrators about the system?
Is this system saving anyone money?

24) What additional information might you want to know about the system?
I want to know how to run it a little better. At times, it can be rather confusing.

25) Once you are done with your post make list of the terms and terminology you used in your post.
token economy, reinforce, behavioral classes, elicit, target behavior, reinforcement, delivery system, fixed-ratio, back up reinforcers

URL: https://www.starbucks.com/card/rewards

1) What is this program?
This program is the US Cellular reward program which allows points to be built up and reinforces loyalty to US Cellular by allowing you to upgrade your phone faster, get new accessories for your phone, etc. This program is actually being phased out, but as of right now it is still in action.
2) How did it come about?
By US Cellular trying to continue to bring in new customers and reinforce their old customers for staying with them.
3) What are the behavioral classes they are trying to elicit?
Having people emit the behaviors of a phone plan with US Cellular, referring people to US Cellular, and attending workshops.
4) What would be some specific target behaviors they might want the children to emit?
In this case it is adults, but they are trying to get people to stay with the program by continuous reinforcement with the monthly payment, referring people, and attending their workshops.
5) Is this system based on reinforcement or punishment?
This system is reinforcement because it will increase the likelihood that someone will emit one of the behaviors in the future.
6) Is it positive or negative?
It is positive reinforcement because it is the addition of something positive (the points) in order to increase the wanted behaviors of referring friends, attending workshops, and having a plan with US Cellular.
7) What are the tokens used in this program?
The tokens used in this program are reward points that you are given.
8) What might be some pro's and con's associated with using these tokens?
Pros are that you can see your point total online and you are continually reinforced so you can always count on points coming every month (assuming you pay your phone bill)
Cons are that points might be hard to come by and even if people have a lot of them, they might not take the time to check every time they have some.
9) What is the delivery system?
The delivery system is just a simple transaction into a “point bank” online with their account.
10) What are some pro's and con's associated with the delivery system?
Pros again are that it is easy to access all the time assuming you have a computer and you can see progress.
Cons are that some people might not want to take the time to check the “point bank” all the time.
11) How are the tokens banked?
They are literally put into a point bank online.
12) What are the pro's and con's?
Pros are again that it is easy to access and you can see progress and cons are again that some people might not care or take the time to look at their point total.
13) What are the back up reinforcers?
The backup reinforcers are phone accessories, faster phone upgrades, some other tech gear, and even event tickets like concerts.
14) How were the backup reinforcers chosen?
They are chose by the customers. Each item is assigned a point value and customers can redeem their points to get whatever they wish.
15) Are they effective reinforcers?
They seem to be effective. It can be different from person to person. Some people might not find all of the things in the reward system to acutally be reinforcing to their behaviors, but others might. Again, this system is being phased out so it might not actually be all that effective.
16) How do the students gain access to the reinforcers?
The customers simply log into their online account to redeem their points for anything but the phone upgrades. For the phone upgrades they go into the store and get their upgrade their.
17) What are some of the outcome measures so the administrators know the system is effective?
Customer surveys and even just simply viewing how many people are redeeming the points online.
18) How effectively are the administrators teaching the students about the system?
It is advertised pretty well. It has prominently displayed in US Cellular stores for awhile, but obviously it will not be anymore.
19) How effectively are the administrators teaching the parents about the system?
N/A
20)How effectively have the administrators taught the other teacher about the system?
I will look at this question as how are the upper level workers relaying the information to the front line workers and I would say they are doing a good job of explain the program to their customers when they come in the store.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
I do not think everyone has bought in because the system is being phased out.
22) What are some problems know to exist with token economies that might be a problem here?
People may just being losing interest or they do not wish to change their phone that often so they do not take the time to check their points. Maybe people are not actually properly informed of the system so they are no longer emitting the behaviors they were before.
23) What are some questions you might have for the administrators about the system?
Could there be other rewards outside US Cellular and besides the concert tickets that you could provide.
24) What additional information might you want to know about the system?
Why is it being phased out? They say online that it is in order to provide better coverage, but I feel like there has to be something else there.
25) Once you are done with your post make list of the terms and terminology you used in your post.
Reinforcing, reinforces, continuous reinforcement, reinforcement, positive reinforcement, emit, behavior
http://www.uscellular.com/rewards-program/rewards/earn-and-redeem-points.html

LINK- https://www.panerabread.com/en-us/company/meet-mypanera.html
1) What is this program?
MyPanera card at Panera Bread
2) How did it come about?
Panera wanted to reward people for buying their products and persuade them to keep coming back
3) What are the behavioral classes they are trying to elicit?
They are trying to elicit the behavior of coming back to the restaurant and buying more products for incentives
4) What would be some specific target behaviors they might want the children to emit?
There aren't any children in this example specifically, but the target behavior they'd like the people to emit is coming back to Panera
5) Is this system based on reinforcement or punishment?
Reinforcement
6) Is it positive or negative?
This is positive reinforcement because they are giving the public something desirable for coming to their store
7) What are the tokens used in this program?
They are imaginary points that get added to your card after you purchase something from Panera
8) What might be some pro's and con's associated with using these tokens?
Pro's- You get a reward after they get an idea of what your favorite items are
Con's- You may get this card and then decide you do not like the options at Panera
9) What is the delivery system?
It is on a card, and you present the card every time you purchase something at the store
10) What are some pro's and con's associated with the delivery system?
Pro's- its convenient to carry around the card with the other gift cards and credit cards the person has
Con's- Someone could lose the card if they are not responsible
11) How are the tokens banked?
They are stored in a computer system
12) What are the pro's and con's?
Pro's- The information is easily logged and accessible; the workers do not have to manually log it
Con's- The computer could log things wrong or have a glitch and delete it
13) What are the back up reinforcers?
The back up reinforcer is the free food/drink reward you get after the certain amount of swipes (points) at the register
14) How were the backup reinforcers chosen?
They are chosen based on the person's favorite items
15) Are they effective reinforcers?
Yes, this would be the ultimate reason that people would come back and buy more things, to work toward this reward and to get the free things
16) How do the students gain access to the reinforcers?
They gain access by coming to the restaurant and spending money to gain points and further their progress toward receiving the big reward
17) What are some of the outcome measures so the administrators know the system is effective?
The bosses may know this is effective based on the revenue they are making overall. If the revenue is higher when the MyPanera card is in effect, they know its working.
18) How effectively are the administrators teaching the students about the system?
No students are applicable in this situation, but the company as a whole gets this information out through advertisements.
19) How effectively are the administrators teaching the parents about the system?
This would be the same answer as above, because there are no parents specifically in this situation, there are all types of people.
20)How effectively have the administrators taught the other teacher about the system?
This, again, is the same answer as number 18, because there are more people than just teachers in the situation
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes, there is always this chance. Some people may think they're being scammed if they haven't gotten their reward in a while, or they don't trust the computer system, etc.
22) What are some problems know to exist with token economies that might be a problem here?
Especially when using computers, error is always a problem. Accidental erasing of data or corrupting the data is probably common and frustrating for those using the system.
23) What are some questions you might have for the administrators about the system?
I do not have any questions about the system
24) What additional information might you want to know about the system?
I do not want to know anything else about the system, I am pretty well informed.

25) Once you are done with your post make list of the terms and terminology you used in your post.
TERMS: elicit, emit, target behavior, reinforcement, positive reinforcement, desirable, reinforcer

Token economy.
Please find a good detailed example of a token economy on the internet.
This is not a token economy that I found on the one on the internet, but it is one that I experienced while living in the residence halls.
Answer the questions below using as many behavioral terms are you can.
1) This program was called “Bender Bucks”
2) How did it come about? The program came about because the Bender Hall Senators were looking for a way to increase program attendance. Residents didn’t seem interested in coming to the events that we planned, so we implemented a token economy. We wanted to build a positive contingency between coming to fun events and getting a bender buck, rather than a negative contingency where they would come to a boring event and get nothing in return.
3) What are the behavioral classes they are trying to elicit? We tried to elicit the behavioral class of “attendance”
4) What would be some specific target behaviors they might want the children to emit? The specific target behavior that we wanted residents to emit was attending programs and participating in residence hall activities.
5) Is this system based on reinforcement or punishment? This system is based entirely off of reinforcement.
6) Is it positive or negative? Positive
7) What are the tokens used in this program? The tokens used in this program were called “bender bucks” and they were pieces of paper that looked like dollar bills.
8) What might be some pro's and con's associated with using these tokens? They were easy to forge but they were cheap to make.
9) What is the delivery system? Residents would be personally handed a bender buck if they attended a program.
10) What are some pro's and con's associated with the delivery system? This delivery system was easy and effective, but there wasn’t any way to keep track of who had how many tokens.
11) How are the tokens banked? Tokens were not banked.
12) What are the pro's and con's? NA
13) What are the back up reinforcers? The back up reinforceres were things like: tshirts, water bottles, giftcards to scheels, coldstone, Walmart, etc.
14) How were the backup reinforcers chosen? We took a survey from residents and asked what prizes they would like, and which objects held the most positive or negative valence (within a price range)
15) Are they effective reinforcers? Some of these reinforcers were effective, but if a person doesn’t particularly enjoy social events then the reinforcers weren’t reinforcing enough.
16) How do the students gain access to the reinforcers? Students gained access by acquiring bender bucks and using them at an auction/raffle at the end of each semester.
17) What are some of the outcome measures so the administrators know the system is effective? We had to make sure that residents were attending the event and participating in the activity before we gave them a bender buck, so that residents wouldn’t just show up, grab the token, and then leave.
18) How effectively are the administrators teaching the students about the system? We elicited RA’s to emit the behavior of teaching each of the residents about our token economy. It was a fairly simple system and it was evident that everyone knew about it at the time.
19) How effectively are the administrators teaching the parents about the system? Parent’s weren’t actively involved in the system and since we were not dealing with minors, they were not informed unless the resident told them about it.
20)How effectively have the administrators taught the other teacher about the system? We have what is called the “Residence Hall Association” where representatives from residence halls gather to share ideas & suggestions for each other based on experiences,
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Yes this is possible, because some people may think it was unfair because some people have more free time to attend programs than others, which gives them an extreme advantage. Other people just weren’t interested or didn’t seem to care at all.
22) What are some problems known to exist with token economies that might be a problem here? One problem known to exist with token economies is forging, which is not something that we experienced but could have easily happened. We also experienced token hoarding, where one person was able to come to every event and won almost every prize.
23) What are some questions you might have for the administrators about the system? We got a lot of questions about what prizes would be, and how people could get more bender bucks if they weren’t able to come to programs because of schedule conflicts. I wish that I would have known more about extinction and extinction burst at the time that this was implemented, because since when bender stopped using bender bucks the program attendance decreased.
24) What additional information might you want to know about the system? There is nothing I don’t know about this system because I helped create it!
25) Target behavior, token economy, positive valence, negative valence, elicit, emit, positive contingency, negative contingency, extinction, extinction burst.

URL:
http://www.hy-vee.com/resources/fuel-saver.aspx

1) What is this program? 

The program that I chose to do is the Hy-Vee fuel saver card.
2) How did it come about?
The website does not describe why this program came about, however, I am guessing that it came about as a way to get more people to shop at Hy-Vee.
3) What are the behavioral classes they are trying to elicit?
The behavior class that they are trying to elicit here is to have people buy food at Hy-Vee, as well as their fuel.
4) What would be some specific target behaviors they might want the children (consumers) to emit?
Some specific target behaviors that they might want the consumers to emit is purchasing their groceries from Hy-Vee, that rewards them buy receiving cents off their fuel purchases.
5) Is this system based on reinforcement or punishment?
The Hy-Vee fuel system is based on reinforcement, since they want to increase the consumers to purchase their groceries from this store.
6) Is it positive or negative?
The Hy-Vee fuel saver is a form of positive reinforcement, since they are giving their customers a reward for purchasing their merchandise.
7) What are the tokens used in this program?
The “tokens” are in a form of cents on fuel saver card. This fuel saver card allows the customers to receive cents off per gallon depending on how many fuel saver items they buy as well as how many cents those items are worth.
8) What might be some pro's and con's associated with using these tokens?
There are multiple pro’s to the Hy-Vee fuel saver card. Some of these pro’s would include that multiple uses can use the same fuel saver card, the money that you save up allows the consumer up to a month to use the money up. A con of this fuel saver card is that only one car is able to use it when purchasing fuel. I personally use the fuel saver card, and I know sometimes it doesn’t add up the total correctly on the card; which this would also be a con of the program.
9) What is the delivery system? 

The delivery system for the Hy-Vee fuel saver card is that you are able to get cents off for every fuel saver food item that you buy.
10) What are some pro's and con's associated with the delivery system?
Some pro’s of this delivery system is that the customer has a month to use the money that they have accumulated at the store. One con of this type of delivery system is that you cannot use it at all the gas stations out there. The Hy-Vee fuel saver only works at Hy-Vee, Casey’s, Shell’s and PDQ gas stations.
11) How are the tokens banked?
The “tokens”/cents are kept on a card that is swiped at the register.
12) What are the pro's and con's? 

Some pro’s of how the tokens/cents are banked is that if you don’t have the fuel saver card with you at the register they are able to put it on the card by asking for the phone number that the card is registered under. A con of the way the tokens/cents are banked is that if you lose your card you will have to get a new one before you can use what has been accumulated at the gas pump.
13) What are the back up reinforcers? 

The back up reinforcers are having 1,200 gas stations that also implement the Hy-Vee fuel saver card.
14) How were the backup reinforcers chosen?
I am assuming that the other gas stations that use this program (Shell, Casey’s, and PDQ) have some kind of contract/agreement with Hy-Vee.
15) Are they effective reinforcers?
I think that the backup reinforcers are effective. It gives Hy-Vee shoppers a chance to get gas at a different location, not all towns have Hy-Vee gas stations so it allows them to use up their savings before the time period is up.

16) How do the students (consumers) gain access to the reinforcers?
The consumers gain access to the Hy-Vee fuel saver card by registering for the program at the check-out counter of Hy-Vee. There is no registration fee for this program so that is also a bonus.
17) What are some of the outcome measures so the administrators (management) know the system is effective?
I’m assuming that the Hy-Vee management has logs of people who use their fuel saver card and also logs of how many people who saved up for this program.
18) How effectively are the administrators (management) teaching the students (employees) about the system?
I think that the management is effectively teaching the employees about the program, because they seem to know the answer if a question is asked about it.
19) How effectively are the administrators (employees) teaching the parents (consumers) about the system?
I think that the employees are doing a good job of informing the consumers about what the Hy-Vee fuel saver card is. At the cash register they always ask the consumer if they have a fuel saver card, if the consumer says no then the employees ask if they would like to start one and go into further detail about what the program is all about.
20)How effectively have the administrators taught the other teacher about the system? 

Not applicable
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
Yes, some people who may not have buy in with the Hy-Vee fuel savers are people who don’t usually shop at that grocery store. Other individuals who might not buy into their program are those who don’t like the fuel saver food items, or think that they cost too much for just a couple of cents off per gallon of fuel.

22) What are some problems known to exist with token economies that might be a problem here?
That the fuel saver items, that are chosen, are unpopular to the consumers. Another issue could be if you don’t get your fuel saver spent in the 30 day time limit.
23) What are some questions you might have for the administrators about the system?
Some questions that I would have for management would be if they plan on expanding the program? How do they choose what items are fuel savers?
24) What additional information might you want to know about the system?
Does a fuel saver card ever terminate?

25) Terms- tokens, behavior classes, target behavior, emit, reinforcement, positive reinforcement, delivery system, reinforcers

http://firstgradefabulosity.blogspot.com/2012/02/class-economy-freebie.html?m=1
1) What is this program? 

This is a token economy that an elementary school teacher set up. She calls it a management system and doesn’t really mention shaping behaviors when she describes it, but it is clearly a token economy aimed at eliciting good behavior.
2) How did it come about?
She calls it the “Class Economy,” and has used it multiple years. It clearly works, so the kids are most likely actively engaged in the system.
3) What are the behavioral classes they are trying to elicit? 

The teacher wants students to make ‘good choices.’ This includes things like sitting quietly, helping a friend, or showing respect. These are the behavior classes that all elementary schools try to teach. But this token economy takes it a step further. She wants to reduce ‘sad choices.’ This means that students can be punished for making bad decisions, like not following directions, turning in homework late, or talking disruptively.
4) What would be some specific target behaviors they might want the children to emit?
She lists the exact ways to earn pennies (the token), or lose pennies. The behaviors fall into two categories: homework and respect. She wants her students to do things like be detailed in their answers (earning pennies) and turn in the assignment on time (losing pennies if it is late). The other class is respect. These are the classic behaviors that all teachers want children to emit (or in some cases, not emit). These behaviors are things like helping people or working quietly. The behaviors dealing with respect that she wants to reduce are things like talking loudly and not following directions.

5) Is this system based on reinforcement or punishment?
This system uses both reinforcement and punishment. Students can be reinforced with pennies for behavior in a good manner, but students can also be punished by losing pennies if the behave poorly.

6) Is it positive or negative? 

The system uses positive reinforcement by adding desirable pennies, and it also uses negative punishment by removing desirable pennies.
7) What are the tokens used in this program? 

The tokens used are pennies. These can be exchanged for nickels, dimes, or and quarters when the student collects enough.
8) What might be some pro's and con's associated with using these tokens?
The pros are that pennies are durable and easy to keep track of (she provides a baggie to each student to keep their pennies in). The cons are that it would be very easy to bring in outside pennies which you did not earn.
9) What is the delivery system? 

The teacher is the only person to handout or take away pennies.
10) What are some pro's and con's associated with the delivery system?
The teacher might not catch every good or bad behavior. If a student does a good behavior without the teacher noticing, then they are not reinforced when they should have been. More importantly, since this system also involves punishment, students can learn to only do bad behavior when the teacher isn’t looking. Since pennies are only taken away when they are caught, they will learn to only make bad decisions when the teacher won’t catch them.

11) How are the tokens banked? 

Each student is given a baggie to keep his or her coins in. There is a bucket that has all the pennies in it that the teacher controls.
12) What are the pro's and con's? 

This is a pretty good system. The only con is that the teacher does not keep track of each students total pennies, that responsibility is on the students. This means that unless it is obvious, the teacher may not catch students who bring in outside pennies.
13) What are the back up reinforcers?
The backup reinforcers can be bought with the pennies. These are things that the children desire, like taking their shoes off in class, wearing a hat, or helping the teacher for the day. All these reinforcers are incentives to students to earn as many pennies as possible.
14) How were the backup reinforcers chosen? 

I assume the teacher chose the backup reinforcers. It seems like she has been teaching a while, and she has implanted a similar system in the past, so she has a good idea of what will motivate the students.
15) Are they effective reinforcers?
The reinforcers were effective. She claims that her students love the “Class Economy.” Students would only love this if they were receiving something they want when they are getting reinforced.

16) How do the students gain access to the reinforcers?
The students can save up pennies to purchase things from the class store on Fridays. This means that they must behave well all week to receive any incentives, because they can be punished by taking away their pennies.

17) What are some of the outcome measures so the administrators know the system is effective?
There are no specific outcome measures from what I can tell. The more I dissect this, the more I think the teacher does this more as a fun activity than shaping system. It does shape the kids, she claims they get very excited to exchange pennies for rewards on Fridays, but there was no baseline and there are no measures of behavior.

18) How effectively are the administrators teaching the students about the system?
Very effectively. It appears that the kids have gotten on board with the system, and they take it seriously. This is contained within the classroom (it isn’t school or district wide), so it is easier to get the students involved and eager to participate.

19) How effectively are the administrators teaching the parents about the system? 

I’m not sure if the parents even know about the system. The students leave their pennies in their baggie at school, so the tokens are not being taken home and shown to parents. The only way the parents would know about this system would be if their kid told them about it.
20)How effectively have the administrators taught the other teacher about the system?
Well the administrator and the teacher are the same person… so I hope very well. One person designed, implemented, and runs the token economy.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? 

There is that possibility, but in a small class it is unlikely. The teacher seems to really believe in the benefits of this token economy, so she probably makes it fun and enjoyable for all the students.
22) What are some problems know to exist with token economies that might be a problem here? 

The first and most obvious problem to me was that there might be counterfeiting. Basically students would bring in pennies they didn’t earn. Since this is a small token economy, with only the students in one classroom participating, the teacher may be able to monitor this.
23) What are some questions you might have for the administrators about the system?
Do the incentives every change? The incentives that are listed may get old and not have a high appeal after a while. This can easily be fixed by offering new incentives, maybe every two months. Students could also make suggestions as to what incentives they would like. This would make the backup reinforcers very appealing.

24) What additional information might you want to know about the system?
I want to know if there is an expiration date on the pennies. Do student have to spend all the pennies they have every Friday, or can the spend months collecting pennies? This is important because a student might hoard pennies, then coast through the rest of the year. Also, what happens if a student make a poor choice but doesn’t have any pennies? Do they have to pay back once they earn a penny?
25) Once you are done with your post make list of the terms and terminology you used in your post.
Target behavior, shaping, elicit, emit, reinforcement, punishment, positive reinforcement, negative punishment, incentives, motivate, baseline.

1) What is this program?
The article that I read was a sort of blog written for anyone who wanted to implement a token economy with their children whether it be a teacher in a classroom or a parent at home.
2) How did it come about?
This came about because the woman who wrote the article wanted to find a new, positive way to address a child's behavior without yelling at them.
3) What are the behavioral classes they are trying to elicit?
The behavioral classes in which they are trying to elicit was left open to the person to individually decide what they wanted for their children. But, some examples included being polite and being nice to pets.
4) What would be some specific target behaviors they might want the children to emit?
Some specific target behaviors that they might want the children to emit could include getting themselves dressed in the mornings or setting the table for dinner.
5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.
6) Is it positive or negative?
The system is positive reinforcement.
7) What are the tokens used in this program?
The article gave many examples of the types of tokens that could be used. Some examples included stickers, beads, or smiley faces.
8) What might be some pro's and con's associated with using these tokens?
A pro of the token economy is that the children will likely learn to emit the desired behaviors. A con of using the tokens is that the children may only emit the behaviors when they believe they are being watched solely for the purpose of receiving the tokens.
9) What is the delivery system?
The delivery system in place is that who ever is giving out the tokens should reinforce the child with a token immediately after witnessing them emit the target behavior.
10) What are some pro's and con's associated with the delivery system?
A pro of the delivery system is that the child knows exactly why they are receiving the token and because the time between the behavior and the reinforcement is so short a greater association is made. A con of the system is that, if the child emits the behavior in public, they may be embarrassed by the praise they receive and not want to emit the behavior in public again.
11) How are the tokens banked?
It is suggested that the tokens be banked on something that the child can visibly see like on a graph.
12) What are the pro's and con's?
A pro of this is that the child can see their progress and know what they have to work towards. A con of this system is that if there are multiple children they may compare themselves to the others and feel badly if they don't have as much.
13) What are the back up reinforcers?
The back up reinforcers that the author suggested are fun activities for the children to do rather than just toys.
14) How were the backup reinforcers chosen?
The back up reinforcers are chosen by the children or by the adult who chooses something that they know the children will enjoy doing.
15) Are they effective reinforcers?
These reinforcers are very effective because they let the children do fun things that they otherwise wouldn't have been able to.
16) How do the students gain access to the reinforcers?
The students gain access to the reinforcers by accumulating enough tokens to redeem them for the fun activity.
17) What are some of the outcome measures so the administrators know the system is effective?
If the students are actively working on their behavior and emitting the target behaviors, the administrators know that the system is effective.
18) How effectively are the administrators teaching the students about the system?
The administrators are doing a very good job at teaching the children about the system.
19) How effectively are the administrators teaching the parents about the system?
Some of the administrators in the program that I found are in fact parents.
20)How effectively have the administrators taught the other teacher about the system?
This question does not really apply to the article I read about token economies.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?
There are always going to be people that are outliers within a system.
22) What are some problems know to exist with token economies that might be a problem here?
A problem with token economies that might apply to the article I read is the fact that the tokens may longer be reinforcing to the children.
23) What are some questions you might have for the administrators about the system?
I would just like to know what steps an administrator would take to make the token economy work for a child who doesn't initially find the token system reinforcing enough for them to emit the target behaviors.
24) What additional information might you want to know about the system?
There isn't any additional information that I would want to know about this system. From reading the information from Monday and the article I found today I think I have a good understanding.

http://mamaot.com/2013/09/17/tips-for-positively-addressing-your-childs-behavior-using-a-token-economy/

25) Once you are done with your post make list of the terms and terminology you used in your post.
Token economy, behavior, behavioral classes, elicit, target behaviors, emit, reinforcement, positive reinforcement, reinforce, reinforcers, outliers

http://www.hulu.com/support/article/29781737
1)What is this program?

a.The example of a token economy program I selected is Hulu Plus Referrals. Through the referral program, current customers and new “friend” customer receive 2 weeks free services, once they sign up for Hulu Plus. Customers can earn up to a year free of Hulu Plus in a rolling 12-month period.

2)How did it come about?

a.I think this program came about as a strategy to attract more customers. The normal free trial of Hulu Plus is 1 week, but if a new customer enters the referral number of a current customer then both receive 2 free weeks.

3)What are the behavioral classes they are trying to elicit?

a. Hulu is trying to elicit an increase of registration from new customers. Hulu wants to elicit more promotion and communication of the company through current customers.

4)What would be some specific target behaviors they might want the customers to emit?

a.One specific target behavior Hulu wants the customer to emit is sending account referral number to friends and families without an account. Another specific target behavior Hulu wants the customer to emit is the registration for a Plus account. And an additional target behavior Hulu wants the customer to emit is the verbal promotion of the company to potential customers.

5)Is this system based on reinforcement or punishment?

a.This system is based on reinforcement because it reinforces desirable behaviors with 2 free weeks of Plus services.

6)Is it positive or negative?

a.This is positive reinforcement because Hulu responses to the desired target behavior by adding 2 free weeks to the customer’s account.

7)What are the tokens used in this program?

a.If the current customer actively seeks out new customers to register for Hulu Plus, they could receive an entire year of free service based on rewards.

8)What might be some pro's and con's associated with using these tokens?

a.A pro that might be associated with using these tokens are that people are attracted to free services. A con that might be associated with using these tokens is the low probability for friends to response to request and use your account referral number. If a mass broadcast is sent out via email or facebook, many people will ignore such requests for free of spam/viruses. These tokens are only offered for the enrollment of new Hulu Plus subscribers only; if the referred party has already taken part in a Hulu Plus trial, he or she will not be eligible to receive the 2-week free offer. The 2-week free offer also cannot be combined with other promotions, including any other free trial offers.

9)What is the delivery system?

a.Referral credits will be automatically applied in your next billing cycle when your referrals (as new subscribers) successfully complete the registration process using your referral link and pay for their first month of service.

10)What are some pro's and con's associated with the delivery system?

a.A pro associated with this delivery system is the automatic application of reward. The computer system holds the bank and can appropriately keep track of credits. A con associated with this delivery system is that the current customer has to wait for the new customer to register AND pay for a month of service. Refer more than 26 friends in one rolling 12-month period and these additional referrals will still be eligible for their 2 free weeks, though you will not receive additional credit.

11)How are the tokens banked?

a.The tokens are banked by the Hulu computer system using the current customers account referral number.

12)What are the pro's and con's?

a.A pro associated with the tokens being banked and linked through an account referral number is that it allows for quick access to potential rewards. The referral link provides a simply environment for the new customers to register. The con associated with this friends and family may not trust the security or legitimacy of link. Many hyperlinks have a history of causing spam and/or viruses, some people could have developed superstitions against link connection due to aversive consequences.

13)What are the back up reinforcers?

a.The back up reinforcer is the potential for the customers to receive up to 12 months of free services based on the amount of successful referrals.

14)How were the backup reinforcers chosen?

a.The back up reinforcer was chosen because even though it is not probable, the outcome is possible. With the unlikelihood that a current customer can successfully refer 26 paying customers, the goal becomes desirable but not easily achieved.

15)Are they effective reinforcers?

a.I think the effectiveness of this reinforcer depends on the personality and characteristics of the current customer.

16)How do the customers gain access to the reinforcers?

a.Current customers can locate their personal account referral invitations by going to the account settings and clicking on one of the icons to refer friends. They can be invite them via email, Facebook, Twitter or other sharing options.

17)What are some of the outcome measures so the administrators know the system is effective?

a.Current customers can click on the “See Referral Details” link to track the invitations progress from opening to registration. Referrals sent via email will include the referrals name so the friends will know who the message is from.

18)How effectively are the administrators teaching the customers about the system?

a.I think the Hulu administration could provide some more frequently asked questions and answers on the about page. I think Hulu intentionally neglects to mention the requirement for new customers to purchase the first month of service in order for either participants to receive 2 free weeks.

19)Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system?

a.Speaking personally, I think majority of people do not buy into the system. Aside from the specific requirements, obtaining referrals requires a lot of extra emitted efforts. People may feel that this extra behavior can become annoying or time consuming.

20)What are some problems known to exist with token economies that might be a problem here?

a.A problem known to exist with token economies which could present a problem with here is the inconsistency with reinforcing the target behavior. While the current customer is emitting the desired behaviors, they will not be reinforced unless the new customer emits their desired behavior. If the new customer decides not to behavior accordingly, then the current customers desired behavior is not reinforced which lowers the probability for the target behavior to be repeated.

21)What are some questions you might have for the administrators about the system?

a.Why do new customers have to purchase the first month Hulu Plus to receive 2 free weeks? Do you think you’d get more customers if credit cards were not charged until the end of the free trial?

22)What additional information might you want to know about the system?

a.I want to know more information about how many customers successfully use the referral system. Maybe they could provide weekly percentages of referrals and money saved, similar to HyVee Fuel Saver.

23)Token economy, elicit, emit, reinforcement, response, positive reinforcement, token, environment, superstitions, consequences, aversive, desirable, goal, back up reinforcement, reinforcer, emitted, emitting, reinforcing, desired behavior, reinforced, probability, target behavior.

1. This program is using token economy in the classroom specifically for students with ADD.
2. This came about because in order to motivate children with ADD to behave properly.
3. The behavioral classes they are trying to elicit are responsibility, caring, and trustworthiness.
4. Some specific target behaviors they are looking for would be turning homework in on time, obey class rules, play well with others, being prepared for class, percentage of math being done, an percentage of reading completed.
5. This system is based on reinforcement.
6. This is positive reinforcement.
7. The tokens that will be used can be stars, stamps, or stickers.
8. A pro of using these token would be that the children have something to work towards. A con would be that they could be distracting them.
9. The delivery system is continuous reinforcement.
10 A pro of this system is that the children will always want to be on their best behavior to get the reinforcement. A con would be that the teachers may not notice all the children's good behavior.
11. Once they get to a certain goal they are given a reward. A reward could be anything from getting to help the teacher to getting extra recess.
12. A pro of this would be that the reward would be something the children desire. A con would be that if the goal is to high they might just give up.
13. The back up reinforcers are helping the teacher, extra recess, playing on the computer, or playing games.
14. The back up reinforcers are chosen by teachers, students, and parents.
15. Yes they are effective reinforcers.
16. The reinforcers are given by the teacher.
17. The administrators will see behaviors changing and it will be a better environment for the students.
18. The students are being taught very effectively. They know the things they have to do in order to get a reward.
19. The parents are being effectively taught because they are being allowed in the process.
20. The teachers made the system so they all know what is going on and how it works.
21. I think that everyone has a complete buy in with the system.
22. A problem that might exist here is having the goal to high and the students will not reach it then will not get the reward and it will discourage them.
23. A question that I have is how many stars, stamps, or stickers do they have to get to before getting the reward?
24. Some additional information they should include is how long they plan on doing this and if the children can get multiple rewards.
25. Terms: behavior, token economy, behavioral class, elicit, target behavior, reinforcement, positive reinforcement, continuous reinforcement, reward, back up reinforcers.
http://popsmin.tripod.com/classtokenecon.html

1) What is this program? This is a token economy for individual students in an elementary classroom. Students are rewarded for emitting specific desirable behaviors with a sticker or smiley face. At the end of the day, they can trade in their stickers for a reward.
2) How did it come about? It came about because students were not doing a good job of self monitoring their behavior. They were not emiting various desired behaviors in the classroom.
3) What are the behavioral classes they are trying to elicit? Good classroom behaviors. Things like sitting still, getting assignments done and remembering materials.
4) What would be some specific target behaviors they might want the children to emit? Things like remembering to get their planner signed by their mom, staying in their seat during class time, and raising their hand before they speak.
5) Is this system based on reinforcement or punishment? It is based on reinforcement.
6) Is it positive or negative? It is positive reinforcement because it involves the introduction of a desirable stimulus.
7) What are the tokens used in this program? The tokens used are smiley face stickers.
8) What might be some pro's and con's associated with using these tokens? Pros would be that the students can see how many stickers they have saved. A con would be that students who don’t understand the idea of delayed gratification might not think the stickers are worth it.
9) What is the delivery system? The delivery system is the teacher putting stickers on a chart for each student.
10) What are some pro's and con's associated with the delivery system? A pro is that the students will feel a sense of accomplishment when the teacher recognizes them and gives them a sticker. A con is that the teacher might be biased, or expect different things from various students.
11) How are the tokens banked? They are banked by each student individually on a chart.
12) What are the pro's and con's? A pro is that the students do not need to make sure and keep track of them themselves. A con is that the students might try and cheat by adding more smiley faces to their own sheets.
13) What are the back up reinforcers? The abck up reinforcers are prizes or rewards that the teacher gives out. They are things like extra play time, time playing on the ipad, and things like that.
14) How were the backup reinforcers chosen? Probably because they are things that the students like and therefore find reinforcing.
15) Are they effective reinforcers? I think so.
16) How do the students gain access to the reinforcers? By banking their smiley faces until they earn enough to “buy” a prize.
17) What are some of the outcome measures so the administrators know the system is effective? The teachers could keep track of how many disruptive behaviors there were in the classroom before and after the introduction.
18) How effectively are the administrators teaching the students about the system? They Are letting the students know exactly what they are expected to do before they can gain a reinforcer.
19) How effectively are the administrators teaching the parents about the system? The website didn’t say anything about letting parents know about the system, so I don’t think they are being very effective.
20)How effectively have the administrators taught the other teacher about the system? They seem to be pretty effective because the teachers are the ones who are administering the system and the rewards.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? That could be possible. Some students might now find the reinforcers to be reinforcing enough so they may not wish to participate in the system.
22) What are some problems know to exist with token economies that might be a problem here? The teachers might forget to hand out the tokens every time a behavior is emmited. They might also be biased in their rewarding. If the tokens are given out too often, the children will become satiated and the prizes won’t be reinforcing anymore.
23) What are some questions you might have for the administrators about the system? Will you switch up the prizes regularly so that the children don’t get bored of them? How amny tokens must be banked in order to buy a prize?
24) What additional information might you want to know about the system?I would want to know exactly who is keeping track of the system. For example, who is logging ow many smiley faces are handed out and such
TERMS: Token economy, emit, behavior, behavioral class, reinforcement, punishment, positive, negative, elicit, reward, satiated

Token economy.
http://classroominthecorner.blogspot.com/
1) What is this program? This program is in a school and is used to reinforce good behaviors and also teach students about currency and communication.

2) How did it come about? This came about because the teacher is working with children who have autism or other developmental disabilities and was having a hard time getting them to stay on task or even sit for short periods of time.

3) What are the behavioral classes they are trying to elicit? The teacher is trying to elicit the behavior classes of sitting and completing tasks.

4) What would be some specific target behaviors they might want the children to emit? The teacher would try to elicit target behaviors like sitting in the chair, feet on the ground for 30 seconds or a minute. Another target behavior may be completing three math problems.

5) Is this system based on reinforcement or punishment? Reinforcement because you want to increase the likelihood the behaviors will happen in the future. With some of the behaviors it is differential reinforcement of other because they would typically punish verbally for not sitting still, etc.

6) Is it positive or negative? Positive because it is the addition of something desirable to the individual doing the behavior

7) What are the tokens used in this program? Plastic quarters

8) What might be some pro's and con's associated with using these tokens? Pros are that it they are easy to acquire and have a lot of. They also help students develop stills with currency. Cons are that at home, children may confuse the plastic and the actual quarters. They may also be a choking/losing hazard depending on the children’s age and ability.

9) What is the delivery system? The teacher or other class leader provides the quarters after the desired behavior are emitted.

10) What are some pro's and con's associated with the delivery system? Timing would be a potential issue. If one teacher is with a student in the morning and is providing a reinforcer for every 3rd task a child completes, it will confuse the child if it take 4 or 5 with a different teacher in the afternoon. They also may have different ideas of what a completed task is or what sitting is (is it half way on the seat, all the way on the seat, legs crossed or not). Pros are that leaders would have a close to consistent way of providing verbal praise with the behavior completed.

11) How are the tokens banked? After four coins are collected they are able to get a reinforcer
12) What are the pro's and con's? Pros are that the child may be able to understand they will consistently get something after every 4 coins they get. They may also in contrast experience post-reinforcement pause where they take longer to complete and initial task after being reinforced because they know it will take three more to get anything.

13) What are the back-up reinforcers? The back-up reinforcers are a combination of edible and non-edible items. Anything from a small toy or a fruit roll-up (one of the examples provided)

14) How were the backup reinforcers chosen? They were chosen by providing snack and toys the teacher knew the kids would enjoy and right before they start their tasks they choose what they want to work towards.

15) Are they effective reinforcers? Yes because they are picked out by the children as to what they deem desirable which may be slightly different depending on the kid.

16) How do the students gain access to the reinforcers? They complete so many tasks required or sit for a certain amount of time to get a coin, once they reach 4 coins they get to pick or receive their reinforcer.

17) What are some of the outcome measures so the administrators know the system is effective? A good marker is when it takes less time to get a reinforcer. They mention that once they get to 5 or 6 reinforcers in a 30 minute period, they made the tasks more difficult, thus changing the reinforcement schedule, so they only got 2 or so in the 30 minute period.

18) How effectively are the administrators teaching the students about the system? It seems to be a set-up where a lot of it is learning where the child is in understanding. Most of it seems like they progressively catch on but they also have an option instead of picking a specific item ahead of time to work toward they give them a sticker that says choice so they can communicate what they want after they complete the necessary tasks.

19) How effectively are the administrators teaching the parents about the system? I assume there would need to be a decent about of communication about it since it does involve faux money and the process may help at home as well.

20)How effectively have the administrators taught the other teacher about the system? Each paraprofessional gets a token economy box, so I assume they would be taught what to reinforce and how to operate the system.

21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Especially in a classroom for children with autism and other developmental disabilities I doubt there would be a lot of concern for this. I can see children and teachers getting frustrated with the system or children becoming difficult if the right reinforcement schedule is not used.

22) What are some problems known to exist with token economies that might be a problem here? The children may get satiated on the same reinforcement schedule and with the secondary reinforcers either within one session or over the course of the class. They mention if they complete a lot of tasks to limit the amount of skittles for example per task so they don’t get satiated but I can see them getting bored of the options to pick from if they don’t mix it up per week. Another issue is reinforcing like but not the same behaviors. If the exact target behavior is not established ahead of time, children could get confused in the small variations.
23) What are some questions you might have for the administrators about the system? How long to the plan on doing this system? Are healthy snacks and activities as reinforcing for these children as candy and toys, if not, could that be explored as a change?

24) What additional information might you want to know about the system? Have they been able to tackle any previously difficult behavior with this method? Have they seen a change in mood of the children in relation to the tasks that now just stand in the way of reinforcement?
25) Terms and terminology: target behavior, behavioral class, reinforcement, desirable, emitted, elicit, post-reinforcement pause, reinforcement schedule, satiated, reinforced.

http://www.delta.com/content/www/en_US/skymiles.html

1) What is this program? The Delta Airlines SkyMIles frequent flyer miles program.
2) How did it come about? this program came about in attempt to elicit travelers to use their services instead of the competition's.
3) What are the behavioral classes they are trying to elicit? To get customers to emit the behavior of flying with their airlines.
4) What would be some specific target behaviors they might want the children to emit? Probably to convince their parents to choose Delta over other airlines by making it more appealing to the kids.
5) Is this system based on reinforcement or punishment? the system is based on reinforcement of more flyer miles which makes a lot more sense than punishment
6) Is it positive or negative? It is a form of positive reinforcement
7) What are the tokens used in this program? The tokens are the accumulation of frequent flyer miles
8) What might be some pro's and con's associated with using these tokens? Pros might be that they can't be lost or misplaced and never expire. Cons might be that you really need a huge mount to make a difference and actually trade it in for a free flight. Another might be that theres a lot of limitations and restrictions on what you can do with it.
9) What is the delivery system? After flying with Delta they deliver the tokens by sending them to your online account.
10) What are some pro's and con's associated with the delivery system? A con would be that you don't actually physically see it and you may not have even notified that the tokens have been sent to your account. A pro would be that you wouldn't have to do anything since the tokens would be automatically sent to your account.
11) How are the tokens banked? In a online database
12) What are the pro's and con's? That you can't break or lose the bank nor can it get stolen. Con's could be what if there was some major system malfunction and you lose your data.
13) What are the back up reinforcers? The "medallion" program.
14) How were the backup reinforcers chosen? They probably had some type of survey that they gave to their customers in attempt to find the stimuli that they find pleasurable.
15) Are they effective reinforcers? If you emit the behavioral class of frequently flying, then yes they are effective.
16) How do the students gain access to the reinforcers? Automatically by flying with Delta and then going online and checking out their account
17) What are some of the outcome measures so the administrators know the system is effective? They would be able to start a baseline as to how ofter costumers use their services and they would be able to see the change after they implement their token economy system.
18) How effectively are the administrators teaching the students about the system?Their pretty effective at teaching the target behaviors.. its pretty simplistic, however it's mostly targeted at adults.
19) How effectively are the administrators teaching the parents about the system? Very effectively, frequent flyer mile programs are very common, so people who travel a lot probably just expect the airlines to have that type of program.
20)How effectively have the administrators taught the other teacher about the system? Probably pretty well. There's probably not a extended variety of different things that they'd need to know for their job, so knowing about this basic program is probably pretty straightforward.
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Yes, as always. Someone may just not emit the behavior of actually using their points and just let them sit in cyber space.
22) What are some problems know to exist with token economies that might be a problem here? One would definitely be that it take a ton of tokens to actually amount to anything. Another is that they may not even know they do have enough to amount to something.
23) What are some questions you might have for the administrators about the system? How many flights on average does it take for a person to get to a reward? how often do people use their miles? how often do people people reach the "diamond" level of achievement.
24) What additional information might you want to know about the system? If the tokens ever expire? If the tokens could somehow be multiplied by a special behavior. If they have any other methods to elicit customers costumers

Terms: Elicit, emit, behavioral class, target behavior, Positive reinforcement, pleasurable, tokens, back up reinforcer, punishment, delivery system.

I chose to do this post over my favorite place to eat a burrito, Pancheros.
1) What is this program? Pancheros Punch card
2) How did it come about? Pancheros didn’t want to just be thought of as a fast food place with no true costumers like most of the fast food joints. Pancheros wanted to develop some customer loyalty with returning consumers.
3) What are the behavioral classes they are trying to elicit? Getting food at Pancheros
4) What would be some specific target behaviors they might want the children to emit? Choosing to eat at Pancerhos over other burrito or Mexican restaurants by saving money with a free burrito.
5) Is this system based on reinforcement or punishment? Reinforcement, because they want to increase eating at Pancheros.
6) Is it positive or negative? Positive
7) What are the tokens used in this program? Stamps on their business card
8) What might be some pro's and con's associated with using these tokens? Pro’s would be improvement in business and increased consumer appreciation. Some con’s would be losing some money here and their.
9) What is the delivery system? Paying with a stamped out card
10) What are some pro's and con's associated with the delivery system? Pro’s is that its easy and cheap. Con’s would be that the cards could get lost, or costumers could abuse their cards by cheating the system.
11) How are the tokens banked? The cards are kept with the costumers until they wish to use them.
12) What are the pro's and con's? Con’s is that they are easily lost, and a pro would be that the cards are small enough to fit into a wallet, so it is convenient.
13) What are the back up reinforcers? Free burrito
14) How were the backup reinforcers chosen? Owner of restaurant
15) Are they effective reinforcers? Free anything is always awesome, and make that a free burrito, I would say that is effective.
16) How do the students gain access to the reinforcers? Turning in their punch cards
17) What are some of the outcome measures so the administrators know the system is effective? You could track the rate of how many punch cards are given out compared to how many are handed in. (obviously it would be spot on)
18) How effectively are the administrators teaching the students about the system? It is not advertised to well, I think it’s because they do not want to annoy the costumers of their deal.
19) How effectively are the administrators teaching the parents about the system? Same question
20)How effectively have the administrators taught the other teacher about the system? The owners teach the workers about the system and how it works, but do not push marketing the punch card very well
21) Is there the possibility of not everyone (students, teachers, and parents) may not have complete buy in with the system? Yeah, not everyone takes advantage of the deal.
22) What are some problems know to exist with token economies that might be a problem here? Pancheros isn’t a place you can eat at all the time, it is more of a once of a week thing. That is why they devised these cards.
23) What are some questions you might have for the administrators about the system? It would be nice to know if, and if so how people could exactly cheat the system. I would also ask how much the burritos are to make.
24) What additional information might you want to know about the system? I would want to know how long it has been going, and if it has been shown to improve sails to the amount to make the punch cards worth it.
25) Once you are done with your post make list of the terms and terminology you used in your post. Reinforcement, positive, reward, behavior, motivation
http://www.minddisorders.com/Py-Z/Token-economy-system.html
http://pancheros.com/

1) This token economy program is called Kwik Rewards.

2) This program came about as way for Kwik Star to gain more customers and keep regular customers with a rewards system through their purchases.

3) The behavioral classes they are trying to elicit are spending more on their products.

4) Specific target behaviors they want the customers to emit would be to buy gas at their store or buy convenience items at their store.

5) This system is based on reinforcement.

6) It is positive reinforcement

7) The tokens used in this program are Kwik Rewards gift certificate that you receive on specific months.

8) One of the pros of using these tokens is that it is simple to keep on you either in your purse or wallet and is used just like any other credit card. One con of using these tokens is that there is no specific way to find out the balance of your gift card because there is no online application for the card.

9) The delivery system is every calendar quarter a person gets a Kwik Rewards rebate certificate showing the refunds they have earned.

10) One of the pros of the delivery system is that the gift cards are delivered straight to your home. One of the cons of the delivery system is that losing your card will cause you to wait a month before you can get a new one and in that time you could be collecting more points.

11) Once you get your Kwik Card application approved, you then get 3 cents rebate on every gallon of gas you purchase at their store. Additionally, you get 10% rebate on in-store eligible items you buy with your Kwik Card. Once you receive your certificate in the mail reflecting your funds, you can then use your rebate certificate at any Kwik Star, Kwik Trip, or Hearty Platter restaurant.

12) One of the pros of this is that a card is a convenient type of token; it can be kept in your wallet/purse and be used anytime and every time you visit on of the Kwik Star stores. One of the con’s is that if you forget your card/certificate when you make a quick stop at a Kwik Star, you will be unable to collect rebate for your card.

13) The back-up reinforcers is you can donate the money to your favorite organization, group or charity by choosing them to receive a donation check from Kwik Trip. This is an encouraging way to make you feel that you are giving back to the community.

14) The backup reinforcers are chosen through the Kwik Rewards Fundraising Program, which is a way that Kwik Trip gives back to the community.

15) In my opinion, these are effective reinforcers because it isn't a large amount of money you are giving away and it gives the customers a feeling of satisfaction which is a reinforcer for getting into the Kwik Rewards Program.

16) Students can join this program by filling up the "Kwik Rewards Fundraising" information at the bottom of the online Kwik Card application.

17) The administrators could measure the amount of people who choose to donate their money to charity and how much each person donates to the charity to see if the system is effective.

18) The administrators are teaching the customers about the system very well because the information on the main website can easily direct you to the page about Kwik Rewards.

19) This system is allowed for students and parents both to use the system, so the administrators are teaching the parents about the system very well also because the information on the main website can easily direct you to the page about Kwik Rewards.

20) The administrators have taught the other teachers well because there are three locations that do the "Kwik Rewards" token economy - Kwik Star, Kwik Trip, and Hearty Platter restaurant.

21) In my opinion, because of how easy it is to join and since it doesn’t require a fee and just registration and on top of that you accumulate points when you shop, it appeals to almost everyone.

22) One problem of using the systems' tokens is that knowing your balance would be hassle because you need to go to a store just to find out how much you have instead of accessing an app.

23) A question I might have for the administrators about the system would be If there is any discounts from joining the program because that might be another reinforcer for people like me to join.

24) Additional information I might want to know about the system would there be a future plan to expand the rewards program so that it can be used in more places?

25) Terms: Token economy, behavioral classes, elicit, target behavior, reinforcement, punishment, delivery system, emit, reinforcers, reward, backup reinforcers.

http://www.kwiktrip.com/Savings/Loyalty-Programs/Kwik-Rewards/

1) What is this corporation and what do they do?
I chose telemarketing corporation. The employees make calls and talk on the phone to people trying to sell the product

2) How did the problem you are addressing come about?
Employees are taking too many sick days, and the company is thinking that the employees aren’t actually sick but just trying to get out of work

3) What are the behavioral classes they are trying to elicit?
Better attendance

4) What would be some specific target behaviors they might want the employees to emit?
Work their scheduled days that they are supposed to work

5) Is this system based on reinforcement or punishment?
The system is going to be based on reinforcement

6) Is it positive or negative?
The system is going to be positive

7) What are the tokens used in this program?
The tokens that I have selected for this program is tally marks. They will be displayed on a erasable board placed outside the boss’s office.

8) What might be some pro's and con's associated with using these tokens?
A pro of these tokens is that they are easily marked or taken away if traded in, and besides the board and markers, it doesn’t cost anything. A con of these tokens are that since they are easily erasable, people may mess with the board, but that is why you have a hard copy that the boss handles, and the board is just so everyone knows how many tallies they have.

9) What is the token delivery system?
The token delivery system is just the boss keeping track of their attendance. And if the employees emit the behavior of showing up to every shift they were scheduled for that week, they get a tally.

10) What are some pro's and con's associated with the delivery system?
A pro with this delivery system is that the boss doesn’t have to catch the person in the act in order to award them, they just need to make sure that their employee showed up for their shifts that week like they were supposed to. One con of this delivery system, is that the employees don’t get something handed to them, or really even praised for getting a token. They just have to keep track on their own, and check the board to see that they have received a token or tally mark.

11) How are the tokens banked?
The tokens are banked by the tallies being put up on an erasable board outside the boss’s office. The boss also has a hard copy of the tallies so that if the board gets messed up, they still know how many tallies each employee has.

12) What are the pro's and con's with banking the tokens in this manner?
The pros are that only the boss can deal with the banking, and the employees are still able to see how many tallies they have by looking at the board. A con of this is that in order for the employees to see how many tokens they have, they have to go to the boss’s office and look at the board

13) What are the back up reinforcers?
The back up reinforcers include extra time for lunch, being able to leave an hour early for a day, and getting your name entered into a raffle for a $50 gift certificate to your choice of restaurant.

14) How were the backup reinforcers chosen?
Since the company is not real, and I can’t see what type of people are working there, I tried to think of reinforcers that everyone would like, and things that would be pleasurable to the employees. And I tried to think of things that would not cost the company too much money. By having one of the reinforcers be an entering into a raffle, it helps so that only one person wins, and the company doesn’t have to spend that money on each person that wins the reinforcer.

15) How do you know if they are effective reinforcers?
I’ll know if they are effective reinforcers if the system starts working, and attendance improves because the reinforcers are eliciting the behavior of showing up to their scheduled shifts.

16) How do the employees gain access to the reinforcers?
Once the employee gets 4 tallies, which is equal to four weeks worth of showing up to all of their scheduled shifts, they are able to trade those tallies in for a reinforcer of their choice. They can do this at the beginning of the week, either at the beginning or the end of the day on Monday.

17) What are some of the outcome measures so the administrators know the system is effective?
Well, from looking at their baseline of data, if the number of sick days taken decreases, then you can tell that the system is effective, because employees are working towards getting their reinforcers.

18) How will the administrators go about teaching the employees about the system?
They should have a meeting that teaches the employees about how they can earn tokens, what the reinforcers are, how the banking system works, when they can trade in their tokens, and how they can check on how many tokens they have.

19) How will the administrators go about teaching the management about the system?
Since the boss is in charge of the banking and keeping track of the tokens, the boss will need to be taught about how the employees can earn tokens, how to keep track of everyone’s tokens, what the banking system is like, when the employees can come trade in their tokens, and how to give out the reinforcers.

20) How will you go about teaching the administrators about the system?
Basically meeting with them all and breaking down the whole process of the system, telling them about each variable, what you expect to happen, how tokens and the banking system work. What the reinforcers are and how they will help decrease sick days.

21) Is there the possibility of not everyone (employees, management and administrators) may not
have complete buy in with the system? How will you address this if it occurs?
I’m sure there’s a possibility. The employees may not like the reinforcers, the management may not want to have to keep track of everything, the administrators may not want to spend any money on the program. If any problems occur, I will just go back to the drawing board and figure out a way to work out the issues. It may be finding new reinforcers, a new banking system, or a new value for the tokens. But each issue will probably be able to be worked out.

22) What are some problems known to exist with token economies that might be a problem here?
I already kinda discussed these problems already in previous questions. But the employees could not be motivated by the reinforcers, there could be a few people who are problematic and the token economy doesn’t work on them. There could be an issue with the tally board being messed with constantly, making the boss upset. The reinforcers could be too easy or too difficult for the employees to earn, making them ineffective.

23) Terms: token economy, reinforcers, banking, reinforcement, positive, pleasurable, emit, behavior, behavior class, target behavior, elicit

1) What is this corporation and what do they do? I run a daycare service and lately the children have been making messes and having issues with each other.
2) How did the problem you are addressing come about? These problems most likely are rooted from the parenting of the children as well as their environment if they are old enough to attend school.
3) What are the behavioral classes they are trying to elicit? They are trying to elicit good behaviors with their environment as well as with their peers.
4) What would be some specific target behaviors they might want the employees to emit? The behaviors they are trying to emit include cleaning up and being respectful and kind to one another.
5) Is this system based on reinforcement or punishment? I would base this system off of reinforcement because it usually works more successfully.
6) Is it positive or negative? positive
7) What are the tokens used in this program? Tallies on a board.
8) What might be some pro's and con's associated with using these tokens? The pros to this token system include the fact that the children can't choke on their tokens or lose them. The cons are that the students won't learn management skills and may be bothered by somebody else beating them.
9) What is the token delivery system? When the child succeeds in a target behavior then he/she will get a tally on the board.
10) What are some pro's and con's associated with the delivery system? Some pros to this system are that the child can't choke on the tokens nor can they lose them. The cons are that the children might be disappointed that they can't actually receive something or they might try to change the results on the board.
11) How are the tokens banked? I will have them displayed on the board, but will also have the amounts recorded separately.
12) What are the pro's and con's with banking the tokens in this manner? N/A
13) What are the back up reinforcers? Extra play time, ice cream, movie time
14) How were the backup reinforcers chosen? They were chosen due to the fact that the children love the reinforcers, yet won't receive them without earning it.
15) How do you know if they are effective reinforcers? By keeping record over six months and recording the process made over that time period.
16) How do the employees gain access to the reinforcers? By earning ten tallies they get a choice of which reinforcer they would prefer.
17) What are some of the outcome measures so the administrators know the system is effective? They can see that the system is effective by keeping track week by week, and acknowledging that the tally amounts are increasing. This will show that the children are progressing and staying involved with the system.
18) How will the administrators go about teaching the employees about the system? The staff will present the behaviors that should be taken and present the items that they have available if the children obey. The staff will then explain how the tally system works and tell the children that ten tallies means a receiving of the backup reinforcers.
19) How will the administrators go about teaching the management about the system? It will be much easier to explain the idea to the adults within the staff, but I would explain how they must make a tally on the board with the given circumstances, yet they must also record it in the staff only notebook.
20) How will you go about teaching the administrators about the system? I will teach the administration everything that is stated to the employees and the management. Then I will discuss the benefits of doing this program so they will see improvement in behavior.
21) Is there the possibility of not everyone (employees, management and administrators) may not have complete buy in with the system? How will you address this if it occurs? I will tell them to give the system a month to function and will provide them with the results of improvement in behavior.
22) What are some problems known to exist with token economies that might be a problem here? The children might become disappointed due to the fact that other children may be advancing quicker. This may cause them to cave in and not participate. There is also the chance that some children won't be very intrigued in the backup reinforcers.
24) Once you are done with your post make list of the terms and terminology you used in your post. Reinforcer, emit, elicit, behavior, target behavior, reward, backup reinforcer, token system

Imagine you are a consultant and were asked to set up a token economy for a large corporation to solve a behavioral problem they are experiencing. Please answer some questions about the token economy you have set up for the corporation

1) What is this corporation and what do they do?
Prexy’s Food Court, provide a variety of different food to college students during the week

2) How did the problem you are addressing come about?
Staff started cutting corners on work and fighting with each other

3) What are the behavioral classes they are trying to elicit?
Respectfulness, teamwork, and responsibility

4) What would be some specific target behaviors they might want the employees to emit?
Help workers in other venues locate ingredients, complete a task that needs to be done whether it's their job or not, and fill in at work for those who have a valid excuse to be gone, etc.

5) Is this system based on reinforcement or punishment?
Reinforcement
6) Is it positive or negative?
Positive
7) What are the tokens used in this program?
A gift card

8) What might be some pro's and con's associated with using these tokens?
Pro: not easily counterfeit, easily to keep record of how much each employee has
Cons: can easily be spent, may lose the card

9) What is the token delivery system?
Twenty-five cents will be added to the gift card each time the employee is caught emitting one of the target behaviors

10) What are some pro's and con's associated with the delivery system?
Pros: can consistently add money to the card at the end of the person’s shift
Cons: may accidently add the wrong amount, money may not get added properly

11) How are the tokens banked?
The tokens will be banked and recorded on the computer system

12) What are the pro's and con's with banking the tokens in this manner?
Pro: always accessible
Con: may be lost if the computer breaks down

13) What are the back up reinforcers?
The employees will be able to purchase food items from the food court with the money they have earned

14) How were the backup reinforcers chosen?
These backup reinforcers were chosen because they are easily accessible and free food is always a good reinforcer for college kids.

15) How do you know if they are effective reinforcers?
I will know if they are effective because the behaviors of the employees will become more positive rather than negative.

16) How do the employees gain access to the reinforcers?
The employees will be able to gain access to the reinforcers by using their gift cards to purchase food from the food court.

17) What are some of the outcome measures so the administrators know the system is effective?
The administration will measure how effective the token economy is by doing weekly reviews of behavior for each employee

18) How will the administrators go about teaching the employees about the system?
The administration with teach the employees about the system by holding a mandatory meeting on two different occasions to make sure everyone can attend.

19) How will the administrators go about teaching the management about the system?
The administration will teach the management about this system in one of the weekly meetings.

20) How will you go about teaching the administrators about the system?
I will teach the administration the system by gathering them in a meeting like setting and explaining the best way to implement the new system.

21) Is there the possibility of not everyone (employees, management and administrators) may not have complete buy in with the system? How will you address this if it occurs?
The employees may just show good behavior around the management/administration only to get the money on their card, but not change their behavior. If this is noticed, the management will take money off of the card as a negative punishment.

22) What are some problems known to exist with token economies that might be a problem here?
It may be possible that employees will steal their co-works gift cards, employees may hoard their money in order to get large amount of food at once.

Terms: emit, target behavior, behavior, positive, reinforcement, negative punishment, token economy

1) This token economy program is called Kwik Rewards.
2) This program came about as way for Kwik Star to gain more customers and keep regular customers with a rewards system through their purchases.
3) The behavioral classes they are trying to elicit are spending more on their products.
4) Specific target behaviors they want the customers to emit would be to buy gas at their store or buy convenience items at their store.
5) This system is based on reinforcement.
6) It is positive reinforcement
7) The tokens used in this program are Kwik Rewards gift certificate that you receive on specific months.
8) One of the pros of using these tokens is that it is simple to keep on you either in your purse or wallet and is used just like any other credit card. One con of using these tokens is that there is no specific way to find out the balance of your gift card because there is no online application for the card.
9) The delivery system is every calendar quarter a person gets a Kwik Rewards rebate certificate showing the refunds they have earned.
10) One of the pros of the delivery system is that the gift cards are delivered straight to your home. One of the cons of the delivery system is that losing your card will cause you to wait a month before you can get a new one and in that time you could be collecting more points.
11) Once you get your Kwik Card application approved, you then get 3 cents rebate on every gallon of gas you purchase at their store. Additionally, you get 10% rebate on in-store eligible items you buy with your Kwik Card. Once you receive your certificate in the mail reflecting your funds, you can then use your rebate certificate at any Kwik Star, Kwik Trip, or Hearty Platter restaurant.
12) One of the pros of this is that a card is a convenient type of token; it can be kept in your wallet/purse and be used anytime and every time you visit on of the Kwik Star stores. One of the con’s is that if you forget your card/certificate when you make a quick stop at a Kwik Star, you will be unable to collect rebate for your card.
13) The back-up reinforcers is you can donate the money to your favorite organization, group or charity by choosing them to receive a donation check from Kwik Trip. This is an encouraging way to make you feel that you are giving back to the community.
14) The backup reinforcers are chosen through the Kwik Rewards Fundraising Program, which is a way that Kwik Trip gives back to the community.
15) In my opinion, these are effective reinforcers because it isn't a large amount of money you are giving away and it gives the customers a feeling of satisfaction which is a reinforcer for getting into the Kwik Rewards Program.
16) Students can join this program by filling up the "Kwik Rewards Fundraising" information at the bottom of the online Kwik Card application.
17) The administrators could measure the amount of people who choose to donate their money to charity and how much each person donates to the charity to see if the system is effective.
18) The administrators are teaching the customers about the system very well because the information on the main website can easily direct you to the page about Kwik Rewards.
19) This system is allowed for students and parents both to use the system, so the administrators are teaching the parents about the system very well also because the information on the main website can easily direct you to the page about Kwik Rewards.
20) The administrators have taught the other teachers well because there are three locations that do the "Kwik Rewards" token economy - Kwik Star, Kwik Trip, and Hearty Platter restaurant.
21) In my opinion, because of how easy it is to join and since it doesn’t require a fee and just registration and on top of that you accumulate points when you shop, it appeals to almost everyone.
22) One problem of using the systems' tokens is that knowing your balance would be hassle because you need to go to a store just to find out how much you have instead of accessing an app.
23) A question I might have for the administrators about the system would be If there is any discounts from joining the program because that might be another reinforcer for people like me to join.
24) Additional information I might want to know about the system would there be a future plan to expand the rewards program so that it can be used in more places?
25) Terms: Token economy, behavioral classes, elicit, target behavior, reinforcement, punishment, delivery system, emit, reinforcers, reward, backup reinforcers.
http://www.kwiktrip.com/Savings/Loyalty-Programs/Kwik-Rewards/

1) What is this corporation and what do they do?
The corporation is called A&M Wireless. This corporation sells phones and tries to keep customers by giving them reinforcers for sticking with the company so long. There are also reinforcers for joining the company to increase our clientele.

2) How did the problem you are addressing come about?
The problem is that we need more customers in order to keep our company going. We were losing customers to other phone agencies because there were no reinforcers implemented. Our baseline was very low for customers.

3) What are the behavioral classes they are trying to elicit?
We are trying to increase customers, keep customers for longer periods of time, and sell more phone accessories. We will emit this by reinforcing them when they are joining our membership. We will do an interval reinforcement schedule to keep them wanting to stay with us longer.

4) What would be some specific target behaviors they might want the employees to emit?
They will have the want for target behaviors like being honest with them and giving them the actual price that we say we are going to. They are also going to want their interval scheduled reinforcement to be on time with when we say it will be given. They will also want to see the phones being quality products and not breaking easily which will also go into our trustworthiness and hard work to get the phones to work.

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement because there would not be any success using punishment in this type of corporation. The only way I could think of using punishment is by charging the customers a lot of money to cancel their phone plan through us. That would then be considered a negative punishment. However, I could also see it being a positive punishment because we are adding something by making them pay.

6) Is it positive or negative?
This system is a negative reinforcement because we are going to be taking away money that they would originally be spending with our corporation. This will help get many more people because ours will hopefully be cheaper than other phone companies. Even though it may sound like a bad thing from our standpoint, it will overall be good because we will be getting more customers which will make up for it.

7) What are the tokens used in this program?
The tokens will be the money reduction and this will be tracked when looking at their monthly bills. There will also be another form of tokens which will be that if the customers open a new phone line with us then they will receive in store credit to be able to buy accessories we sell throughout the store or money off phone chargers etc. This will go very well because if they are transfer from another phone company, they will feel like they are really being reinforced just for the normal, typical phone charges.

8) What might be some pro's and con's associated with using these tokens?
The pros will be that people may even add more lines for children to their line because our tokens will add up faster with the more lines you have on your plan. I also think it will be a pro because they will tell their families that they should also get a line set up with A&M Wireless. Some cons of these tokens may be that customers try to abuse the system and not take advantage of the pros that we had listed. Another con may be that because it is money based, we could actually end up losing money by making everything so cheap. Another con could be that if the phones do not work or have service where they are located then we will need to set up a refund process.

9) What is the token delivery system?
The delivery system is on an interval scheduled reinforcement and will be given to contractors when they are on the plan for a significant amount of time which will be set so it is equal to everyone. There will also be tokens given (money off or in store credit) when they start a new line through A&M.

10) What are some pro's and con's associated with the delivery system?
One pro of the delivery system could be that they will want to stay with the A&M program because they keep getting reinforced after so long and renewing phones and lines. However some cons can be that other phone companies will be giving the same or maybe even better deals. Also we will have to plan out the deals and tokens given very specifically so they fall during the right times of the year. Also, when someone finally hits their amount of money off a contract and we can not give them anymore, they may go through extinction or an extinction burst because they will not be getting anything anymore.

11) How are the tokens banked?
The tokens will be organized and tracked by both the customer and us as the company. They will be recorded on the contract and discussed with each other before any changes are ever made. This is done to keep close record so no mistakes and confusion comes from the customers.

12) What are the pro's and con's with banking the tokens in this manner?
I believe there are a lot of pros with this because both the customers and the workers will be able to pull up the contract which is available to both of them, online, at all times. There should be less confusion this way and customers will also be reminded frequently that they are getting a good phone plan because of the prices shown on the contract. This will then give them more motivation to buy and keep their contract to get more reinforcers.

13) What are the back up reinforcers?
The back up reinforcers would be the customers having high quality phones for a low price set by the company to gain trust and keep new and old members.

14) How were the backup reinforcers chosen?
The back up reinforcers were chosen by the company because this is what every person traditionally wants when they start a new line with a phone company.

15) How do you know if they are effective reinforcers?
We will know if they are effective reinforcers by looking at the baseline of customers we had before setting these deals and tokens to after we set them. This will be a good way to track the progress the company has made. We will look into how many members we had before, how many lines we have added onto each contract and how much our accessory sales have gone up.

16) How do the employees gain access to the reinforcers?
The employees will have the same deals as other customers plus an extra percentage off for every line that gets added through them. This will give them motivation to emit their jobs and try to sell many phones to keep our company going. They will also have the same accessibility as other customers to view their contract whenever they want to see any changes and price reductions.

17) What are some of the outcome measures so the administrators know the system is effective?
We would need to discuss the outcome measures to make sure the administration was all on the same page. The outcome goals would be to improve the overall profit of the company though the reinforcers given to our customers.

18) How will the administrators go about teaching the employees about the system?
We will have a representative go into each store to discuss the company changes as well as teaching the employees how to inform customers about the changes being made. We will let them know about the goals they should all individually have set (add more lines) and tell them that their contracts will immediately be changed when the plans go into action.

19) How will the administrators go about teaching the management about the system?
This will be taught in the same way to make sure that everyone is getting the same information. There will also be jobs for management and employees to update websites, fliers etc to inform customers and hopefully gain new customers.

20) How will you go about teaching the administrators about the system?
The administration will be shown previous cell phone companies that have tried reinforcement to change the behaviors of customers. They will also be taught behavioral concepts like antecedents, behavior and consequence to hear what the best way to get new customers to open up lines would be.

21) Is there the possibility of not everyone (employees, management and administrators) may not have complete buy in with the system? How will you address this if it occurs?
Yes this is a possibility and the only way to show them all that the system works is with time and showing them that our company is loyal and will not have an extinction process after we start these plans. There will also be no way their plans could go back to where they started. We will start by telling them that the only consequence is to save money.

22) What are some problems known to exist with token economies that might be a problem here?
There is always the chance that people can rig the system and just try to get the cheapest deal which could potentially not make us any more. Also, they could just be with us because they are going through money troubles and then when they are financially stable, or another phone company becomes cheaper, they will switch.

24) Once you are done with your post make list of the terms and terminology you used in your post.
reinforcers, baseline, emit, interval reinforcement, scheduled reinforcement, punishment, negative punishment, positive punishment, motivation, goals, frequency, antecedents, behavior, consequence,

1) What is this corporation and what do they do?
This corporation is Four Oaks, which is a residential home for children with behavioral problems. They teach the residents their prosocial behaviors, so that once they go back home they will be able to function well as part of society.
2) How did the problem you are addressing come about?
The problems came about as a way to make the children more prosocial.
3) What are the behavioral classes they are trying to elicit?
The behavioral classes they are trying to elicit are more prosocial behaviors. These are meant to make the children less disruptive and aggressive.
4) What would be some specific target behaviors they might want the employees to emit? Some specific target behaviors they might want to emit are helping other children with tasks, listening to staff and following directions,

5) Is this system based on reinforcement or punishment?
This system is based on reinforcement.
6) Is it positive or negative?
Positive
7) What are the tokens used in this program?
The tokens used in this program are stickers. For each sticker they receive they can participate in outings, and other fun activities. If they have consistent weeks of stickers the residents are then can be moved to green status which gives them more freedom on campus.
8) What might be some pro's and con's associated with using these tokens?
A pro associated with the tokens are that the children will be motivated to emit the target behaviors. While a con is because they are publicly displayed for everyone to see they may get discouraged.
9) What is the token delivery system?
The delivery system for this token economy program is that at the end of the shift, the children and staff will sit around and they will tell the children what they received and put it on the board.
10) What are some pro's and con's associated with the delivery system?
A pro is that no one is taken by surprise when the tokens are delivered because the children are there when they are given out. A con of this system though is that because they children are there when the tokens are given out they may disagree and cause problems.
11) How are the tokens banked?
The stickers are put on a chart on the wall for everyone to see.
12) What are the pro's and con's with banking the tokens in this manner?
A pro is that because we use stickers to show good behavior if a student wanted to jeopardize another student we could tell if they pulled off someone’s stickers. A con is that doing it this way a child may get discouraged if other children are doing better and decide not to participate.
13) What are the backup reinforcers?
The backup reinforcers are the green status which allows the children to have more freedom on the campus, going on outings, and getting a special treat.
14) How were the backup reinforcers chosen?
The backup reinforcers were chosen because these are things that would motivate the children to complete the target behaviors.
15) How do you know if they are effective reinforcers?
They are effective if they work to change the children’s behavior. I would say they would be good reinforcers because the children are not allowed to leave campus often, so being able to go off campus for a fun trip, or having more freedom would increase the desire to complete the target behaviors.
16) How do the employees gain access to the reinforcers?
The children gain access to the reinforcers by doing the target behaviors and then asking for a green status. If the dorm decides to go on an outing, the children need to have at least a week of stickers.
17) What are some of the outcome measures so the administrators know the system is effective?
They would first have to take a baseline of the behaviors and then implement the token economy to show if the target behavior has increased.
18) How will the administrators go about teaching the employees about the system?
Administrators will need to sit down and talk to the staff about how to correctly do this program. It will not be effective if not everyone knows exactly what they are doing.
19) How will the administrators go about teaching the management about the system? The staff will then sit down and talk to the children about the system and make sure they do not have questions and they understand what behaviors they want to stop and which ones they want to increase.

20) How will you go about teaching the administrators about the system?
I will sit down with the administrators and explain the program in detail and give them examples that would fit with their wants. An example I would use would be like “If you get your paperwork done consistently early, we will give you a closer parking spot.” The closer parking spot would then cause desire to get their work done early.

21) Is there the possibility of not everyone (employees, management and administrators) may not have complete buy in with the system? How will you address this if it occurs?
There is a possibility of them not liking the system. To address it, I would suggest a trial run. If the token economy does not reduce bad behaviors, we can think of another way to motivate students to change their behaviors.
22) What are some problems known to exist with token economies that might be a problem here?
The children might get discouraged if others are doing better than they are.

24) Once you are done with your post make list of the terms and terminology you used in your post.
Target behaviors, elicit, behaviors, emit, reinforcement, positive reinforcement, tokens, token economy, back up reinforcers, baseline